Final published version
Licence: CC BY: Creative Commons Attribution 4.0 International License
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review
}
TY - GEN
T1 - Learning Spatial Reasoning in Virtual vs. Physical Games with Robots
AU - Yadollahi, Elmira
AU - Monteiro, Miguel Alexandre
AU - Paiva, Ana
PY - 2023/12/4
Y1 - 2023/12/4
N2 - Spatial reasoning is one of the malleable skills well-suited to be developed using robotics that not only benefits children in their pursuit of STEM-related topics but also fosters their perspective-taking skills on dimensions beyond spatial skills. In a study involving elementary school children aged 7-10 years old, we investigated the impact of playing a game with physical robots in a physical environment versus playing the same game with virtually embodied robots in a virtual environment. The game focused on developing spatial perspective-taking skills, requiring children to make moves based on the robots’ point of view. We examined how the two environments influenced their experience of fun and learning spatial reasoning skills. We conducted a between-subject user study with 59 participants from 3rd and 4th grades, where they either played with the physical or virtual version of the game. Children in both conditions showed significant improvement in their perspective-taking and spatial orientation test scores. Furthermore, they rated the physical game as more fun compared to the virtual version.
AB - Spatial reasoning is one of the malleable skills well-suited to be developed using robotics that not only benefits children in their pursuit of STEM-related topics but also fosters their perspective-taking skills on dimensions beyond spatial skills. In a study involving elementary school children aged 7-10 years old, we investigated the impact of playing a game with physical robots in a physical environment versus playing the same game with virtually embodied robots in a virtual environment. The game focused on developing spatial perspective-taking skills, requiring children to make moves based on the robots’ point of view. We examined how the two environments influenced their experience of fun and learning spatial reasoning skills. We conducted a between-subject user study with 59 participants from 3rd and 4th grades, where they either played with the physical or virtual version of the game. Children in both conditions showed significant improvement in their perspective-taking and spatial orientation test scores. Furthermore, they rated the physical game as more fun compared to the virtual version.
U2 - 10.1145/3623809.3623830
DO - 10.1145/3623809.3623830
M3 - Conference contribution/Paper
SP - 162
EP - 170
BT - HAI '23: Proceedings of the 11th International Conference on Human-Agent Interaction
PB - ACM
CY - NewYork
ER -