The Semideus School is now available

The Semideus School is now available on the App Store for iPad! We are looking forward to make research collaboration with schools.


The Semideus School game is a really fun way to learn fractions, decimals, and percentages. By playing Semideus, learners improve their ability to perceive and estimate rational numbers in multiple forms. The adventure happens in Mount Olympos. The task of the player, Semideus, is to find the gold coins that Gobolas the Goblin has stolen from Zeus. On the way to Mount Olympos, Semideus has to chase the goblin, seek the coins, avoid traps, and crush math based enemies.

– Rational number magnitude estimation, comparing, and ordering
– Numerator / Denominator notation
– Proper fractions, improper fractions, mixed numbers, decimal numbers, and percentages
– Equivalence
– Density of rational numbers
– Adding, subtracting, expanding, and reducing fractions

Attention! Semideus School is targeted for our research collaborators (a limited number of teachers and researchers) that conduct research in schools. In order for a student to play the Semideus School game, a teacher/researcher must register to the Semideus School service and obtain game access codes for students.

Visit support site to get more information about obtaining game access codes to students:

Posted in App Store, Math games

Embedded embodied cognition in math games

In Games to Schools project we are studying ways to support learning of mathematics with embedded embodied game interactions. Yesterday I had an opportunity to follow first graders’ music lesson in Las Lomitas Elementary School in Atherton, California. It was a nice surprise that most of the singing and rhythm exercises of the lesson relied so much on embodied cognition approach. The children used different kind of gestures to concretize the pitch, the tempo and the loudness of the music. It seemed that children really liked to combine movements to the music and the movements also helped children to perform better on musical tasks. I hope that we can design as natural and intuitive practices also for mathematics games.

There is a crowing body of research about embodied cognition in mathematics. One of the most studied and debated aspects of embodied cognition is finger-counting practice. Fingers provide an external representation that help children to relieve working memory when counting. It has been argued that finger counting provides ‘the missing tool’ between sensorimotor experience and abstract mathematical concepts. In general, the research has shown that embodied representations of number (magnitude) exist, are not limited to finger-based representations, and influence number processing in such a systematic and functional way that it can be used to foster the efficiency of numerical trainings

Our project is not about finger counting, but focuses on gestures that help children to concretize mental number line. One recent study showed that embodied number line training with whole-body movements (Kinect based UI) resulted in better learning outcomes than control training (mouse based UI). The mental number line is assumed to be spatially oriented from left-to-right, which might account for the findings about a relationship between numbers and spatial information. The results have also revealed that embodied numerical training seems to be beneficial in particular for children with lower general cognitive ability and lower working memory capacity. To conclude embedded embodied cognition approach assumes that seemingly abstract representations may be based on bodily experiences and movement may help children to understand abstract concepts better and the perceptual and interactive richness of games provides opportunities for alleviating cognitive load.

Semideus tilting UI

Tilting the tablet controls the character on the number line.

We are developing a Semideus game in which we utilize the ideology of embedded embodied cognition. The gameplay of Semideus is founded on tasks that require working with number lines implemented as walkable platforms of the mountain. We see number line as a powerful user interface to represent and solve numerical problems. In our game the player can control the Semideus character by tilting the tablet device. When tilting the tablet right Semideus walks right on the platform (number line), which in western countries refers to increment of the number magnitude. Whereas when tilting the tablet left Semideus walks left, which refers to decrement of the number magnitude. The approach is quite similar than the one that I saw in the music lesson: the students used vertical movements to concretize the pitch of a new melody. Even the bare gestures included in Semideus’ user interface (tilting right and left) could facilitate the numerical processing, but the rich visualization of the game complements the gestures and helps the player to really concretize the mental number line and alleviate cognitive load of processing (embedded cognition). In other words, the game helps player to imagine how he or she walks on the number line and that way the player can experience the distances on the number line in a concrete way.

Walking on number line

Walking on the number line

According to embodied cognition approach concepts are grounded in the re-activation of specific neural patterns in multiple modalities (motor system, visual system etc.). Thus, simply seeing a character walking on the number line can activate motor areas of brains associated with moving (walking). Thus, the processing of numerical concepts with virtual manipulatives like Semideus is more comprehensive than working on static number lines. Of course, the real walking would make the experience even more realistic and activate the motoric processes more deeply. Therefore, we have developed also a user interface in which the player has to really walk with the tablet to control the Semideus character. In this UI version tilting is still required to determine the direction of walking. We are eager to study how the real walking changes the user experience and how it influences on learning outcomes.

To conclude, with the uptake of touch interfaces, accelerometer based systems, and whole body systems the understanding of implications of embodied cognition for interaction design will become increasingly relevant for designers. However, human-computer interaction research has not been adequately informed by understanding of children’s motor, cognitive, perceptual, and social development and thus more research on embodied interaction is needed. And of course we need also good products that lead the way to more effective and meaningful learning. Hopefully, Semideus game will be one of those.

Tagged with: , , , ,
Posted in Math games

Published book: Finnish Innovations and Technologies in Schools: A Guide towards New Ecosystems of Learning

Our article “Learning by Creating Educational Exergames: Creative Pedagogy: That Gets Students Moving” is included in the Finnish Innovations and Technologies in Schools: A Guide towards New Ecosystems of Learning book.

The article proposes a new pedagogical approach, learning by creating educational exergames, which entails user-generated content and gets children moving during school hours. In the article we report results of a pilot study in which primary school students created educational exergames for their peers. Students created games with Magos Lite game creation platform that we have developed in MAGICAL project (Making Games in Collaboration for Learning, Check out the book for more information about the approach and the pilot.

Kiili, K. Tuomi, P., Koskela, M. & Earp, J. (2014). Learning by Creating Educational Exergames: Creative Pedagogy That Gets Students Moving. In Niemi, H., Multisilta, J., Lipponen, L. & Vivitsou, M. (Eds.). Finnish Innovations and Technologies in Schools: A Guide Towards New Ecosystems of Learning. (pp. 87-96) Rotterdam: Sense Publishers.

Finnish Innovations and Technologies in Schools

Tagged with: , , , , ,
Posted in Publications

Rational Number Knowledge: The gatekeeper of higher mathematics

The acquisition of mathematical skills is crucial for today’s society. It has been argued that in individual level, insufficient mathematical competencies may be even more harmful to career prospects than reading or spelling deficiencies. This is to say, that in society level mathematical deficiencies can lead to immense costs. In fact, OECD has argued that improvements in arithmetic skills influence positively on economic growth.

Research has shown that the extent to which elementary school students master rational numbers is a strong predictor of future success in mathematics. However, there is a great deal of evidence that understanding of rational numbers is very difficult for children and that even after considerable mathematics instruction many children fail to perform adequately even in simple rational number tasks.

Mathematics education researchers have admitted that most of the students’ difficulties with rational numbers can be attributed to inadequate instruction. The problem is that the recent advances in modeling numerical development have not been exploited to practices of teachers and the instruction tends to emphasize procedural instead of conceptual knowledge.

Thus, one of my current interests is to design games for supporting the development of rational number conceptual knowledge. In the near future I will devote much time to design a Semideus rational number game that is based on magnitude estimation approach on number lines.  In forthcoming series of posts I will consider the theoretical foundation of the game and report also results about the effectiveness of the game. In meanwhile see Semideus tab for more information.

Tagged with: , , , ,
Posted in Math games

Get every new post delivered to your Inbox.