Mobile Movement Mathematics (M3)

Researchers developed Iteration-1 (i1) of a digital tablet tutor-game exploring the impact of narratives (strong (S) vs. weak (W)) and gestural mechanics (conceptual (C) vs. deictic (D)) on players’ understanding of mathematical fractions. Tutor-log data revealed that students using conceptual gestures were significantly more accurate at estimating and denominating fractions than students using deictic gestures and a possible interaction between narrative and gesture. We discuss how these findings, combined with observational notes, student exit surveys and clinical interviews informed revisions for the redesign of assets, mechanics, pedagogy (instructions/scaffolding/feedback) and narrative for Iteration 2 (i2).