Clifton Paul G, Chang Jack Shen-Kuen, Yeboah Georgina, Doucette Alison, Chandrasekharan Sanjay, Nitsche Michael, Welsh Timothy, Mazalek Ali
Georgia Institute of Technology, Atlanta, GA USA.
Purdue University, West Lafayette, IN USA.
Cogn Res Princ Implic. 2016;1(1):24. doi: 10.1186/s41235-016-0032-5. Epub 2016 Dec 7.
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.
空间认知的各个方面，特别是空间技能，与STEM课程及与STEM相关职业的兴趣和成功密切相关。由于在可预见的未来，与STEM相关行业的增长预计将持续，因此开发基于证据且有理论依据的方法和干预措施非常重要，这些方法和干预措施有助于培养相关的空间技能。在本文中，我们讨论了研究表明空间认知的各个方面是具身化的，以及这些发现和理论发展如何用于影响有形和具身化界面（TEI）的设计。TEI旨在将与数字内容的交互从屏幕上转移到物理环境中。通过在数字系统中纳入身体运动和有形反馈，TEI可以利用身体与空间认知之间的关系来参与、支持或提高空间技能。我们利用这些知识来定义一个用于参与空间认知的TEI的设计空间，并说明从空间认知角度设计和评估的TEI如何以有助于认知科学和人机交互领域的方式扩展设计空间。
