Design thinking - Osmo Tangram

Changes: Added more context about design thinking

An instructed design that requires moving blocks to create images CC BY 2.0 JEREMY SEGAL

Osmo Tangram is a simplistic game that uses design thinking processes through manipulating, experimenting and reevaluating shapes to solve problems ranging in difficulty. Students interpret and empathise problem's requirements and control shapes under a camera, recognising the placements and instructing different configurations and image designs (Lahav & Wolfson, 2022).

CC BY 2.0 JEREMY SEGAL Explaining how design thinking is utilised within Osmo Tangram

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Pedagogies Behaviourism and creativity

CC BY 2.0 JEREMY SEGAL.

Behaviourism is an effective pedagogy that fosters positive learning attitudes through experiences, increasing eagerness to test creative thinking. OSMO Tangram encourages students through supportive and fun gameplay to problem-solve and think creatively to orientate shapes in different directions to create the desired shape (Raina, 2011). When students create the configuration, the program provides positive reinforcement, enhancing students' confidence and creativity to manipulate shapes in difficult orientations. Furthermore, when students struggle, the application offers encouragement and hints for students to creatively manipulate shapes into different angles.

This game is effective for stage two students to achieve outcome MA2-2DS-02 as students enhance their understanding of 2D tessellation movement and shape by rotating, transforming and reflecting shapes to create correct answers (NSW Education Standards Authority, 2023). CC BY 2.0 JEREMY SEGAL

Constructivism through design thinking

Design thinking and constructivism are described as learning through identifying problems, planning and designing solutions to challenges. This pedagogy, as seen with the diagram, allows students to discover the shape required while frequently controlling, evaluating and manipulating the 2D shapes to create images (Raynor et al., 2017). Furthermore, students utilise the design thinking process to experiment and use shapes while utilising prior knowledge learnt through different levels to create more complex tessellations.

Limitations

However, Osmo Tangram may result in disengagement from students, especially those with short attention spans, including students with ADHD, as challenges can become repetitive and simplistic, decreasing consolidated information.

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Fostering Creativity Osmo tangram enhances students' creativity by manipulating the blocks to create designs. As students are motivated to investigate how 2D puzzle pieces can transform to form different patterns, improving creative design thinking to explore how other pictures can be developed with various 2D shapes. Furthermore, students' perseverance can increase dramatically as Osmo Tangrams can be difficult; encouraging trial-and-error methods to create the best outcome is vital for developing creativity (Kewalramani et al., 2020).

References Kewalramani, S., Palaiologou, I., Arnott, L., & Dardanou, M. (2020). The integration of the internet of toys in early childhood education: A platform for multi-layered interactions. European Early Childhood Education Research Journal, 28(2), 197– 213. https://doi.org/10.1080/1350293x.2020.1735738 Lahav, O., & Wolfson, A. (2022). Enhancing spatial skills of young children with special needs using the Osmo Tangram based on tangible technology versus a tangram card game. Virtual Reality, 1(1). https://doi.org/10.1007/s10055-022- 00665-z NSW Education Standards Authority. (2023). Mathematics K–10, NSW curriculum, NSW education standards authority. Curriculum.nsw.edu.au. https://curriculum.nsw.edu.au/learning-areas/mathematics/mathematics-k-10-2022? tab=outcomes Raina, V. (2011). Between behaviourism and constructivism: Quality education in a multicultural context. Cultural Studies,

25(1), 9–24. https://doi.org/10.1080/09502386.2011.534578 Raynor, K. E., Doyon, A., & Beer, T. (2017). Collaborative planning, transitions management and design thinking: Evaluating three participatory approaches to urban planning. Australian Planner, 54(4), 215–224. https://doi.org/10.1080/07293682.2018.1477812 Razzouk, R., & Shute, V. (2012). What is design thinking and why is it important? Review of Educational Research, 82(3), 330–348. https://doi.org/10.3102/0034654312457429 Schroth, S., Tang, H., Carr-chellman, A., & AlQahtani, M. (2019). An exploratory study of osmo tangram and tangram manipulative in an elementary mathematics classroom. Journal of Educational Technology Development and Exchange,

11(1). https://doi.org/10.18785/jetde.1101.01