MaR-T: designing a projection-based mixed reality system for nonsymbolic math development of preschoolers: guided by theories of cognition and learning

Abstract

Recent developmental studies state that nonsymbolic number representation (i.e., more-less comparisons) is important for math development, and children's judgment about such non-numerical magnitudes can be affected by sensory properties (i.e., volume, space). Yet, to our knowledge, there are no tangible based systems for training this math concept. Building on theories of cognition and learning, we developed MaR-T, a projector-camera setup. This paper is a step towards investigating the effects of projection-based mixed-reality (MR) system with tangibles on nonsymbolic number representation of 3-to 5-year-old children. We present our user studies with a total of 14 participants, conducted to observe their interaction with the setup and the possible effects of our design on learning. The results indicate that MaR-T can provide active, engaging, and social learning, and our insights can inspire other interaction design and education studies.