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

dc.contributor.departmentDepartment of Electrical and Electronics Engineering
dc.contributor.departmentDepartment of Psychology
dc.contributor.departmentGraduate School of Sciences and Engineering
dc.contributor.departmentKUAR (KU Arçelik Research Center for Creative Industries)
dc.contributor.kuauthorBeşevli, Ceylan
dc.contributor.kuauthorGöksun, Tilbe
dc.contributor.kuauthorÖzcan, Oğuzhan
dc.contributor.kuauthorSalman, Elif
dc.contributor.kuauthorÜrey, Hakan
dc.contributor.schoolcollegeinstituteCollege of Engineering
dc.contributor.schoolcollegeinstituteCollege of Social Sciences and Humanities
dc.contributor.schoolcollegeinstituteGRADUATE SCHOOL OF SCIENCES AND ENGINEERING
dc.contributor.schoolcollegeinstituteResearch Center
dc.date.accessioned2024-11-09T13:08:27Z
dc.date.issued2019
dc.description.abstractRecent 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.
dc.description.fulltextYES
dc.description.indexedbyScopus
dc.description.openaccessYES
dc.description.publisherscopeInternational
dc.description.sponsoredbyTubitakEuEU
dc.description.sponsorshipEuropean Union (European Union)
dc.description.sponsorshipHorizon 2020
dc.description.sponsorshipEuropean Research Council (ERC) under the European Union’s Seventh Framework Program
dc.description.sponsorshipERC advanced grant agreement
dc.description.sponsorshipERC Proof-of-Concept
dc.description.versionAuthor's final manuscript
dc.identifier.doi10.1145/3311927.3323147
dc.identifier.embargoNO
dc.identifier.filenameinventorynoIR01869
dc.identifier.isbn9781450366908
dc.identifier.quartileN/A
dc.identifier.scopus2-s2.0-85068746986
dc.identifier.urihttps://doi.org/10.1145/3311927.3323147
dc.keywordsMixed/augmented reality
dc.keywordsUser interface design
dc.keywordsEmbodied learning
dc.keywordsInteraction design for children
dc.keywordsMixed reality
dc.keywordsNonsymbolic math
dc.keywordsPreschool
dc.keywordsTangible interaction
dc.language.isoeng
dc.publisherAssociation for Computing Machinery (ACM)
dc.relation.grantnoFP7/2007 2013
dc.relation.grantno340200
dc.relation.grantno755154
dc.relation.ispartofIDC '19: Proceedings of the 18th ACM International Conference on Interaction Design and Children
dc.relation.urihttp://cdm21054.contentdm.oclc.org/cdm/ref/collection/IR/id/8553
dc.subjectPsychology
dc.subjectHuman-centered computing
dc.titleMaR-T: designing a projection-based mixed reality system for nonsymbolic math development of preschoolers: guided by theories of cognition and learning
dc.typeConference Proceeding
dspace.entity.typePublication
local.contributor.kuauthorGöksun, Tilbe
local.contributor.kuauthorÜrey, Hakan
local.contributor.kuauthorSalman, Elif
local.contributor.kuauthorÖzcan, Oğuzhan
local.contributor.kuauthorBeşevli, Ceylan
local.publication.orgunit1College of Social Sciences and Humanities
local.publication.orgunit1College of Engineering
local.publication.orgunit1GRADUATE SCHOOL OF SCIENCES AND ENGINEERING
local.publication.orgunit1Research Center
local.publication.orgunit2KUAR (KU Arçelik Research Center for Creative Industries)
local.publication.orgunit2Department of Psychology
local.publication.orgunit2Department of Electrical and Electronics Engineering
local.publication.orgunit2Graduate School of Sciences and Engineering
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