¿When Is It the Gesture That Counts?

• In Event: 56.024 - Embodying, Personalizing, and Rendering Mathematics Using Technology

Abstract

Researchers recruited 3rd-grade students (N=131) to play four versions of a digital tablet tutor-game for learning mathematical fractions. Independent factors tested two types of gestural mechanics (iconic (I) vs. deictic (D)) gestures and two types of narratives (strong (S) vs. weak (W)) in a 2x2 randomized trial. ANOVAs revealed significant differences between groups (SI & WD > SD and WI) for both the direct and general transfer assessments. Moreover, there was a significant interaction between gesture and narrative. HLRegressions revealed that the tutor-game was a significant contributor to students learning. Further research must investigate the nature of the interaction and possible contributing factors. The current results have important implications for design-based educational technology.

Authors

• Michael I. Swart, Teachers College, Columbia University

• Sorachai Kornkasem, Columbia University

• John B. Black, Teachers College, Columbia University

• Jonathan Michael Vitale, University of California - Berkeley

• Sandra Sheppard, WNET-Thirteen: Cyberchase