“Where is the Z-Axis?”: Negotiating Understanding of Servo Rotation Through Gestures and Tools

Abstract

Understanding abstract concepts in mathematics has continuously presented as a challenge, but the use of directed and spontaneous gestures has shown to support learning and ground higher-order thought. Within embodied learning, gesture has been investigated as part of a multimodal assemblage with speech and movement, centering the body in interaction with the environment. We present a case study of one dyad’s undertaking of a robotic arm activity, targeting learning outcomes in matrix algebra, robotics, and spatial thinking. Through a body syntonicity lens and drawing on video and pre- and post- assessment data, we evaluate learning gains and investigate the multimodal processes contributing to them. We found gesture, speech, and body movement grounded understanding of vector and matrix operations, spatial reasoning, and robotics, as anchored by the physical robotic arm, with implications for the design of learning environments that employ directed gestures.