Learn Math through Motion: A Technology-Enhanced Embodied Approach with Augmented Reality for Geometry Learning in K-12 Classrooms
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| Title: | Learn Math through Motion: A Technology-Enhanced Embodied Approach with Augmented Reality for Geometry Learning in K-12 Classrooms |
|---|---|
| Language: | English |
| Authors: | Hunhui Na (ORCID |
| Source: | Interactive Learning Environments. 2025 33(6):3744-3757. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education Elementary Education Grade 4 Intermediate Grades |
| Descriptors: | Mathematics Instruction, Motion, Elementary Secondary Education, Geometry, Computer Simulation, Computer Uses in Education, Game Based Learning, Grade 4, Geometric Concepts, Concept Formation, Foreign Countries, Elementary School Students |
| Geographic Terms: | South Korea |
| DOI: | 10.1080/10494820.2025.2450663 |
| ISSN: | 1049-4820 1744-5191 |
| Abstract: | Despite the growing attention to the technology-enhanced embodied learning approach in mathematics education and its pedagogical potential, much remains unexplored regarding its implementation in real-world classroom contexts and student engagement in embodied learning activity. Addressing this gap, we introduce an embodied learning game leveraging computer vision and Augmented Reality (AR) techniques. We implemented the embodied AR game into fourth-grade classrooms to explore its impact on students' geometry understanding, attitudes, and engagement patterns. Our analysis revealed significant enhancements in students' geometry understanding from pre- to post-test, whereas their attitudes remained unchanged. A multiple regression analysis on students' in-game log and hand gesture data showed that only time spent on making-angle activities predicts students' cognitive learning gain, suggesting that not all hand gestures were meaningful to students' learning. In addition to demonstrating the pedagogical benefits of cost-effective AR-based embodied learning in classroom settings, our findings highlight the importance of thoughtfully designing embodied actions that are both educational and engaging. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501516 |
| Database: | ERIC |
| Abstract: | Despite the growing attention to the technology-enhanced embodied learning approach in mathematics education and its pedagogical potential, much remains unexplored regarding its implementation in real-world classroom contexts and student engagement in embodied learning activity. Addressing this gap, we introduce an embodied learning game leveraging computer vision and Augmented Reality (AR) techniques. We implemented the embodied AR game into fourth-grade classrooms to explore its impact on students' geometry understanding, attitudes, and engagement patterns. Our analysis revealed significant enhancements in students' geometry understanding from pre- to post-test, whereas their attitudes remained unchanged. A multiple regression analysis on students' in-game log and hand gesture data showed that only time spent on making-angle activities predicts students' cognitive learning gain, suggesting that not all hand gestures were meaningful to students' learning. In addition to demonstrating the pedagogical benefits of cost-effective AR-based embodied learning in classroom settings, our findings highlight the importance of thoughtfully designing embodied actions that are both educational and engaging. |
|---|---|
| ISSN: | 1049-4820 1744-5191 |
| DOI: | 10.1080/10494820.2025.2450663 |
