Does (Non-)Meaningful Sensori-Motor Engagement Promote Learning with Animated Physical Systems?

Autor/inn/en	Pouw, Wim T. J. L.; Eielts, Charly; Gog, Tamara; Zwaan, Rolf A.; Paas, Fred
Titel	Does (Non-)Meaningful Sensori-Motor Engagement Promote Learning with Animated Physical Systems?
Quelle	In: Mind, Brain, and Education, 10 (2016) 2, S.91-104 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12105
Schlagwörter	Human Body; Psychomotor Skills; Sensory Integration; Learning Processes; Problem Solving; Adults + Suchen Sie Ihr Suchwort? Menschlicher Körper; Psychomotorische Aktivität; Sensorische Integration; Learning process; Lernprozess; Problemlösen
Abstract	Previous research indicates that sensori-motor experience with physical systems can have a positive effect on learning. However, it is not clear whether this effect is caused by mere bodily engagement or the intrinsically meaningful information that such interaction affords in performing the learning task. We investigated (N = 74), through the use of a Wii Balance Board, whether different forms of physical engagement that was either meaningfully, non-meaningfully, or minimally related to the learning content would be beneficial (or detrimental) to learning about the workings of seesaws from instructional animations. The results were inconclusive, indicating that motoric competency on lever problem solving did not significantly differ between conditions, nor were response speed and transfer performance affected. These findings suggest that adult's implicit and explicit knowledge about physical systems is stable and not easily affected by (contradictory) sensori-motor experiences. Implications for embodied learning are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01