Guided Enactment: Designing Visual Cues for Sensorimotor Engagement Rotem Abdu

Embodied design goes to class? Scaling products to classrooms – Must account for the practical constrains of those authentic ecologies. The time is (about) now.

Cuing: An embodied-design principle Steering students’ visual attention towards target locations: X

Cuing: An embodied-design principle Steering students’ visual attention towards target locations: While watching an instructional video (e.g., Ouwehand, van Gog & Paas. 2015; van Gog, 2014) Or watching others (Schneider & Pea, 2013) How about cuing for enactment?

Attentional Anchors (Orthogonals) “a phenomenological aspect of the agent’s goal-oriented interaction with the environment. Attentional anchors may be a specific object (real or imagined), area, or other pattern or behavior of the perceptual manifold that an agent detects, invokes, selects, and uses to enact the activity at hand.” (p.221) Students figure out how to look at the screen so as to facilitate the enactment of the challenging bimanual manipulation. Abrahamson, D., Shayan, S., Bakker, A., & van der Schaaf, M. (2016). Eye-tracking Piaget. Human Development, 58(4-5), 218-244.

Looking at the classroom Which, whether and when do AA emerge? Which & Whether: Can we discern AA in real time? When? Adequate instructional sequence?

Possible explanations 1# Ratio: keeping the ratio between width and length constant

Possible explanations 1# Ratio: keeping the ratio between width and length constant 2# Motion: Right hand moves twice as fast as left hand (and vice versa)

Working hypothesis When students engage in learning with interactive platforms, certain visual cues could enhance learning of target mathematical concepts by eliciting target sensorimotor schemes

The Mathematical Imagery Trainer + Cues The line cue Aspect ratio function (here Y=1/2X) needs to be learned –AA to meet these requirements.

Possible explanations 1# Ratio: keeping the ratio between width and length constant 2# Motion: Right hand moves twice as fast as left hand (and vice versa) 3# Locus [with the line-cue]: The top-right vertex of the rectangle should be maintained on the same line.

Possible explanations 1# Ratio: keeping the ratio between width and length constant 2# Motion: Right hand moves twice as fast as left hand (and vice versa) 3# Locus [with the line-cue]: The top-right vertex of the rectangle should be maintained on the same line. #4 ??

Research design Students randomly assigned to groups. Same set of tasks, different visual cues. Will the cues affect development of target sensorimotor schemes? target mathematical concepts?

Thank you. rotem_abdu@yahoo.com (don’t be a stranger!)

And some things to think about Between subjects - Same motion but different visual patterns: different concepts? Implication for design Other shapes: Inverted vertices

And some things to think about Between subjects - Same motion but different visual patterns: different concepts? Implication for design Other shapes: Inverted vertices The properties of parallelograms

Each cue aims to foster sensorimotor grounding of a different mathematical concept