Modeling nonlinear dynamics of fluency development in an embodied-design mathematics learning environment with Recurrence Quantification Analysis
نویسندگان
چکیده
Although cognitive activity has been modeled through the lens of dynamical systems theory, field lacks robust demonstrations in learning mathematical concepts. One empirical context demonstrating potential for closing this gap is embodied design, wherein students learn to enact new movement patterns that instantiate schemes. Changes students’ perceptuomotor behavior such contexts have described as bearing markers systemic phase transitions, but no research date characterized these dynamics quantitatively. This study applied a nonlinear analysis method, continuous cross-Recurrence Quantification Analysis (RQA), touchscreen data excerpts from 39 participants working with Mathematics Imagery Trainer on Parallel Bars problem. We then conducted linear regression panel five RQA metrics (Exploration, Discovery, and Fluency) identify how changed fluency developed. Results showed an increase determinism Exploration Discovery phase, recurrence rate, trapping time, mean line length, normalized entropy Fluency phases. To put context, we qualitatively contrasted metric trajectories two case who developed different degrees fluency. Our results support hypothesized existence transitions human–technology system during math task. More broadly, illustrates purchase methods multimodal mathematics reveals informative design use embodied-interaction technologies.
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ژورنال
عنوان ژورنال: International Journal of Child-Computer Interaction
سال: 2021
ISSN: ['2212-8689', '2212-8697']
DOI: https://doi.org/10.1016/j.ijcci.2021.100297