cognitive costs (such as motor coordination) are outweighed by their benefits (such as multimodal processing). Problem solving Another application of embodied design in mathematics education is its effect on problem solving and the development of critical-thinking skills. Throughout the problem-solving process students use objects to develop understanding, conveying understanding and meaning through gestures. Problem solvers use gestures to connect their thoughts to the manipulatives with which they are familiar, and changing a manipulative's shape affects how a student connects with it and uses it to solve a problem. In a study by van Gog, Post, ten Napel and Deijkers, students performed better when they used simpler objects (such as colored discs) than when they used more-complicated objects (such as animal figures). Although problems can be as simple as what to wear or eat, their solutions are still a cognitive process. With manipulatives With embodied design, mathematics is not only about correct answers but the process of finding them. Students are asked to communicate the process ("road map") they took to arrive at an answer. Typical problem-solving questions, such as "What needs do you have? What is the problem you are posed with? How did you collect information? How did you come to your conclusion? How could you have optimized your steps to reach that conclusion?" can be answered with manipulatives. One aim of problem solving in embodied design is to inspire students' creativity and curiosity, allowing personal connections to problems. If students are given a problem which involves tactile manipulation, the learning process may be more meaningful. For example, students can learn to solve a Rubik's Cube puzzle by using a series of algorithms and steps. The process involves orientation, following directions and spatial cognition. Mathematical arts and crafts One approach to embodied design in mathematics is the use of creative tasks, such as arts and crafts. When a student has mathematics in mind while creating a unique piece, they are engaged in mental and physical learning. The concept of area can be taught with an arts-and-crafts activity, where students find leaves and trace them on paper; they are then asked to determine the number of beans (or peas) required to cover the entire leaf area. The class can then be asked which student had the largest (or smallest) leaf, and the areas can be compared. Computer programming With game consoles such as the Wii and PlayStation Move, students can