EXPLORING EMBODIED MATHEMATICAL COGNITION THROUGH FROM HERE TO THERE!

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dc.contributor.advisorWilliams-Pierce, Carolineen_US
dc.contributor.authorKatirci, Nihalen_US
dc.contributor.departmentHistory/Library & Information Systemsen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2023-06-23T06:02:25Z
dc.date.available2023-06-23T06:02:25Z
dc.date.issued2023en_US
dc.description.abstractThis dissertation seeks to investigate how digital gestures connect to students’ mathematical understanding when playing From Here to There! (FH2T). This investigation explores the intersection of three fields, game-based learning, embodied cognition, and mathematics education. I used three studies which break down the different aspects of the overall research: Study 1 (The Game Interaction Study) covers the interaction between the game and the researcher; Study 2 (The Quantitative Gesture Study) is based on an analysis of the quantitative data gathered by the developers; and Study 3 (The Student Observations Study) focuses on collecting qualitative data and analyzing it through embodied mathematical cognition and failure and feedback lenses. These three studies illuminate the understanding of digital gestures and mathematical learning.en_US
dc.identifierhttps://doi.org/10.13016/dspace/dp8s-o3ra
dc.identifier.urihttp://hdl.handle.net/1903/30002
dc.language.isoenen_US
dc.subject.pqcontrolledInformation scienceen_US
dc.subject.pqcontrolledEducational technologyen_US
dc.subject.pqcontrolledMathematics educationen_US
dc.subject.pquncontrolledAlgebraen_US
dc.subject.pquncontrolledFrom Here to Thereen_US
dc.subject.pquncontrolledMathematics Learningen_US
dc.subject.pquncontrolledVideo Gameen_US
dc.titleEXPLORING EMBODIED MATHEMATICAL COGNITION THROUGH FROM HERE TO THERE!en_US
dc.typeDissertationen_US

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