Embodiment: A New Perspective for Evaluating Physicality in Learning

Autor/in	Han, Insook
Titel	Embodiment: A New Perspective for Evaluating Physicality in Learning
Quelle	In: Journal of Educational Computing Research, 49 (2013) 1, S.41-59 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.2190/EC.49.1.b
Schlagwörter	Teaching Methods; Graduate Students; Simulated Environment; Hands on Science; Science Instruction; Physics; College Science; Concept Formation; Scientific Concepts; Educational Technology; Technology Uses in Education; Cognitive Processes; Manipulative Materials; Control Groups; Experimental Groups; Conventional Instruction; Pretests Posttests; Motor Vehicles; Intervention + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Künstliche Umwelt; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Concept learning; Begriffsbildung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Cognitive process; Kognitiver Prozess; Hilfsmittel; Motor vehicle; Kraftwagen
Abstract	The purpose of this study is to provide a new perspective for evaluating physicality in learning with a preliminary experimental study based on embodied cognition. While there are studies showing no superiority of physical manipulation over virtual manipulation, there are also studies that seem to advocate adding more physicality in simulations for learning. Thus, this study addressed an alternative explanation for explaining the effects of physicality by focusing more on perceptual experiences and embodiment. The experimental study with 48 graduate students supported pre-existing results, which did not discover any differences between physical and virtual manipulations in learning physics. More importantly, the results of this study showed that the perceptual experience of driving a manual transmission car was critical for comprehending how gears work. This implies that the physicality added to a learning experience should be evaluated in terms of its potential to create embodiment rather than the mode of interaction--physical or virtual. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01