Design of embodied interfaces for engaging spatial cognition.
Aspects of spatial cognition, specifically spatial skills, are strongly correlated with interest and success in STEM courses and STEM-related professions. Because growth in STEM-related industries is expected to continue for the foreseeable future, it is important to develop evidence-based and theoretically grounded methods and interventions that can help train relevant spatial skills. In this article, we discuss research showing that aspects of spatial cognition are embodied and how these findings and theoretical developments can be used to influence the design of tangible and embodied interfaces (TEIs). TEIs seek to bring interaction with digital content off the screen and into the physical environment. By incorporating physical movement and tangible feedback in digital systems, TEIs can leverage the relationship between the body and spatial cognition to engage, support, or improve spatial skills. We use this knowledge to define a design space for TEIs that engage spatial cognition and illustrate how TEIs that are designed and evaluated from a spatial cognition perspective can expand the design space in ways that contribute to the fields of cognitive science and human computer interaction.
Georgia Institute of Technology, Atlanta, GA USA.
Paul G
PG
Clifton
Purdue University, West Lafayette, IN USA.
Jack Shen-Kuen
JS
Chang
Ryerson University, Toronto, ON USA.
Georgina
G
Yeboah
Ryerson University, Toronto, ON USA.
Alison
A
Doucette
Tata Institute of Fundamental Research, Mumbai, Maharashtra India.
Sanjay
S
Chandrasekharan
Georgia Institute of Technology, Atlanta, GA USA.
Michael
M
Nitsche
University of Toronto, Toronto, ON Canada.
Timothy
T
Welsh
Ryerson University, Toronto, ON USA.
Ali
A
Mazalek
Embodied cognition; Interaction design; STEM; Spatial cognition; Tangible and embodied interaction