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 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. 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. With game consoles such as the Wii and PlayStation Move, students can understand how moving a gaming wand can change the effects on the screen. Researchers who developing programs in mathematics use embodied design and gaming principles to help students create and manipulate mathematical models. At the Embodied Design Research Laboratory, researchers created a game in which fifth-graders learn ratios by holding tennis balls in the air. When the tennis balls are held at a 1:2 ratio, the screen turns green. Another embodied-design area related to programming is digital manipulatives. Some students feel weak in mathematics because it is not connected to the physical world, and digital manipulatives are being created to strengthen the connection between mathematics and the physical world. When students use a touchscreen with their fingers, they use gestures to create (or use) virtual objects in the program.