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Exploring Children’s Interaction with AR to Enhance Spatial Skills: Case Study on Geometry Learning

Yang, Y; Shi, H; Mavrikis, M; Geraniou, E; (2024) Exploring Children’s Interaction with AR to Enhance Spatial Skills: Case Study on Geometry Learning. In: Technology Enhanced Learning for Inclusive and Equitable Quality Education. (pp. pp. 3-17). Springer Nature

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Abstract

Spatial skills are fundamental cognitive abilities crucial for daily tasks and career development, especially within STEM fields. While research has established that Augmented Reality (AR) technology provides interactive and immersive experiences to enhance children’s spatial skills, a gap exists in understanding how children interact with AR environments to develop these skills. This study observed and analysed children’s interactions within an AR learning case on orthographic projection, aiming to elucidate how their interactions contribute to spatial skill development. The findings suggest that AR interactions enhance spatial skills through various mechanisms. Firstly, by constructing and manipulating virtual objects, children refined their mental representations and coordinated their components, improving their mental models’ accuracy and complexity. Secondly, through movement and adjustments of body postures in space, children utilised space and their bodies as mediums to construct and acquire additional spatial information. Furthermore, children developed rules and strategies for applying spatial skills within the AR environment, facilitating problem-solving. Future research should explore interaction patterns using learning analytics and include additional case studies for a comprehensive investigation.

Type: Proceedings paper
Title: Exploring Children’s Interaction with AR to Enhance Spatial Skills: Case Study on Geometry Learning
Event: 19th European Conference on Technology Enhanced Learning, EC-TEL 2024
Location: Krems, Austria
Dates: 16th-20th September 2020
ISBN-13: 978-3-031-72311-7
DOI: 10.1007/978-3-031-72312-4_1
Publisher version: https://doi.org/10.1007/978-3-031-72312-4_1
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions.
Keywords: Augmented Reality, Spatial skills, Interaction, Bridging activity, Geometry learning
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery-pp.ucl.ac.uk/id/eprint/10199005
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