Spatial Interaction Design for Children’s Magnetic Resonance Imaging Examination Based on Embodied Cognition

To explore the spatial interaction design method for children’s MRI examination based on embodied cognition theory, and to construct a design model suitable for the spatial interaction by combining the concepts of image schema and environmental affordance. This study adopted literature analysis and visual analysis tools to analyze research on embodied cognition at home and abroad, and explore the correlation between embodied cognition and spatial interaction design from the perspective of designing. Through observation and in-depth interview, this paper analyzed a series of problems encountered by children in MRI examination, and studied the applicability and feasibility of applying embodied cognition theory to spatial interaction design of children’s MRI examination. At the same time, through field survey, users’ journey map was drawn to probe into the hidden needs; finally, the feasibility of the theoretical model was verified by combining the design workshop and the design scheme, and the design thinking of children’s MRI spatial interaction was put forward. When children undergo MRI examination, they have special psychological characteristics and behavioral needs and show high sensitivity to the space environment. By combining embodied cognition theory with spatial interaction design, four elements of interactive design for children’s MRI examination space were obtained. The four elements are the matching degree of embodied cognition, the recognition degree of image schema, the operational degree of environmental affordance and the immersion degree of interactive experience. The design elements were verified by practical practice in workshops, which provides design thinking cases for the interactive design of children’s MRI examination space.