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Ben Chikha H, Mguidich H, Zoudji B, Khacharem A. Eye-Tracking Analyses of a Coach's Pointing Gestures Timed With Speech: Implications for Players' Recall of Basketball Tactical Instructions. Percept Mot Skills 2024:315125241266645. [PMID: 39033337 DOI: 10.1177/00315125241266645] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/23/2024]
Abstract
Coaches often use pointing gestures alongside their speech to reinforce their message and emphasize important concepts during instructional communications, but the impact of simultaneous pointing gestures and speech on learners' recall remains unclear. We used eye-tracking and recalled performance to investigate the impact of a coach's variously timed pointing gestures and speech on two groups of learners' (novices and experts) visual attention and recall of tactical instructions. Participants were 96 basketball players (48 novice and 48 expert) who attempted to recall instructions about the evolution of a basketball game system under two teaching conditions: speech accompanied by gestures and speech followed by gestures. Overall, the results showed that novice players benefited more from instructional speech accompanied by gestures than from speech followed by gestures alone. This was evidenced by their greater visual attention to the diagrams, demonstrated through a higher fixation count and decreased saccadic shifts between the coach and the diagrams. Additionally, they exhibited improved recall and experienced reduced mental effort, despite having the same fixation time on the diagrams and equivalent recall time. Conversely, experts benefited more from instructional speech followed by gestures, indicating an expertise reversal effect. These results suggest that coaches and educators may improve their tactical instructions by timing the pairing of their hand gestures and speech in relation to the learner's level of expertise.
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Affiliation(s)
- Houssem Ben Chikha
- LARSH - Laboratoire de Recherche Sociétés & Humanités, University Polytechnique Hauts-de-France, Valenciennes, France
- INSA Hauts-de-France, LARSH, Valenciennes, France
- Movement - Interactions - Performance, MIP, UR 4334, Nantes Université, Nantes, France
| | - Hajer Mguidich
- LARSH - Laboratoire de Recherche Sociétés & Humanités, University Polytechnique Hauts-de-France, Valenciennes, France
- INSA Hauts-de-France, LARSH, Valenciennes, France
| | - Bachir Zoudji
- LARSH - Laboratoire de Recherche Sociétés & Humanités, University Polytechnique Hauts-de-France, Valenciennes, France
- INSA Hauts-de-France, LARSH, Valenciennes, France
| | - Aïmen Khacharem
- UFR SESS-STAPS, LIRTES (EA 7313), Paris-East Créteil University, Créteil, France
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Wu Y, Cao X, Nielsen M, Mao Y, Wang F. Dragging but not tapping promotes preschoolers' numerical estimating with touchscreens. J Exp Child Psychol 2024; 246:105989. [PMID: 38889478 DOI: 10.1016/j.jecp.2024.105989] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2023] [Revised: 05/13/2024] [Accepted: 05/13/2024] [Indexed: 06/20/2024]
Abstract
When solving mathematical problems, young children will perform better when they can use gestures that match mental representations. However, despite their increasing prevalence in educational settings, few studies have explored this effect in touchscreen-based interactions. Thus, we investigated the impact on young children's performance of dragging (where a continuous gesture is performed that is congruent with the change in number) and tapping (involving a discrete gesture that is incongruent) on a touchscreen device when engaged in a continuous number line estimation task. By examining differences in the set size and position of the number line estimation, we were also able to explore the boundary conditions for the superiority effect of congruent gestures. We used a 2 (Gesture Type: drag or tap) × 2 (Set Size: Set 0-10 or Set 0-20) × 2 (Position: left of midpoint or right of midpoint) mixed design. A total of 70 children aged 5 and 6 years (33 girls) were recruited and randomly assigned to either the Drag or Tap group. We found that the congruent gesture (drag) generally facilitated better performance with the touchscreen but with boundary conditions. When completing difficult estimations (right side in the large set size), the Drag group was more accurate, responded to the stimulus faster, and spent more time manipulating than the Tap group. These findings suggest that when children require explicit scaffolding, congruent touchscreen gestures help to release mental resources for strategic adjustments, decrease the difficulty of numerical estimation, and support constructing mental representations.
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Affiliation(s)
- Yunyi Wu
- School of Psychology, Central China Normal University, Wuhan, Hubei 430079, China
| | - Xinyun Cao
- School of Psychology, Central China Normal University, Wuhan, Hubei 430079, China
| | - Mark Nielsen
- School of Psychology, University of Queensland, Brisbane, Queensland 4072, Australia; Faculty of Humanities, University of Johannesburg, Auckland Park 2006, South Africa
| | - Yichen Mao
- School of Psychology, Central China Normal University, Wuhan, Hubei 430079, China
| | - Fuxing Wang
- School of Psychology, Central China Normal University, Wuhan, Hubei 430079, China; School of Psychology, University of Queensland, Brisbane, Queensland 4072, Australia.
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Gill S, Goolsby BJ, Pawluk DTV. Kinesthetic Feedback for Understanding Program Execution. SENSORS (BASEL, SWITZERLAND) 2023; 23:s23115159. [PMID: 37299886 DOI: 10.3390/s23115159] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/28/2023] [Revised: 05/27/2023] [Accepted: 05/27/2023] [Indexed: 06/12/2023]
Abstract
To better prepare future generations, knowledge about computers and programming are one of the many skills that are part of almost all Science, Technology, Engineering, and Mathematic programs; however, teaching and learning programming is a complex task that is generally considered difficult by students and teachers alike. One approach to engage and inspire students from a variety of backgrounds is the use of educational robots. Unfortunately, previous research presents mixed results on the effectiveness of educational robots on student learning. One possibility for this lack of clarity may be because students have a wide variety of styles of learning. It is possible that the use of kinesthetic feedback, in addition to the normally used visual feedback, may improve learning with educational robots by providing a richer, multi-modal experience that may appeal to a larger number of students with different learning styles. It is also possible, however, that the addition of kinesthetic feedback, and how it may interfere with the visual feedback, may decrease a student's ability to interpret the program commands being executed by a robot, which is critical for program debugging. In this work, we investigated whether human participants were able to accurately determine a sequence of program commands performed by a robot when both kinesthetic and visual feedback were being used together. Command recall and end point location determination were compared to the typically used visual-only method, as well as a narrative description. Results from 10 sighted participants indicated that individuals were able to accurately determine a sequence of movement commands and their magnitude when using combined kinesthetic + visual feedback. Participants' recall accuracy of program commands was actually better with kinesthetic + visual feedback than just visual feedback. Although the recall accuracy was even better with the narrative description, this was primarily due to participants confusing an absolute rotation command with a relative rotation command with the kinesthetic + visual feedback. Participants' zone location accuracy of the end point after a command was executed was significantly better for both the kinesthetic + visual feedback and narrative methods compared to the visual-only method. Together, these results suggest that the use of both kinesthetic + visual feedback improves an individual's ability to interpret program commands, rather than decreases it.
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Affiliation(s)
- Satinder Gill
- Department of Biomedical Engineering, Virginia Commonwealth University, Richmond, VA 23219, USA
| | - Bryson J Goolsby
- Department of Biomedical Engineering, Virginia Commonwealth University, Richmond, VA 23219, USA
| | - Dianne T V Pawluk
- Department of Biomedical Engineering, Virginia Commonwealth University, Richmond, VA 23219, USA
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Galbraith F, Ginns P. Does the size of tracing actions affect learning outcomes? EDUCATIONAL AND DEVELOPMENTAL PSYCHOLOGIST 2023. [DOI: 10.1080/20590776.2022.2161879] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/14/2023]
Affiliation(s)
- Felicity Galbraith
- Sydney School of Education and Social Work, The University of Sydney, Sydney, NSW, Australia
| | - Paul Ginns
- Sydney School of Education and Social Work, The University of Sydney, Sydney, NSW, Australia
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Ma S, Jin G. The relationship between different types of co-speech gestures and L2 speech performance. Front Psychol 2022; 13:941114. [PMID: 36051215 PMCID: PMC9424915 DOI: 10.3389/fpsyg.2022.941114] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2022] [Accepted: 07/15/2022] [Indexed: 11/13/2022] Open
Abstract
Co-speech gestures are closely connected to speech, but little attention has been paid to the associations between gesture and L2 speech performance. This study explored the associations between four types of co-speech gestures (namely, iconics, metaphorics, deictics, and beats) and the meaning, form, and discourse dimensions of L2 speech performance. Gesture and speech data were collected by asking 61 lower-intermediate English learners whose first language is Chinese to retell a cartoon clip. Results showed that all the four types of co-speech gestures had positive associations with meaning and discourse L2 speech measures but no association with form-related speech measures, except the positive association between metaphorics and the percentage of error-free clauses. The findings suggest that co-speech gestures may have a tighter connection with meaning construction in producing L2 speech.
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Affiliation(s)
- Sai Ma
- Department of English Education, College of Foreign Languages, Capital Normal University, Beijing, China
- Sai Ma
| | - Guangsa Jin
- Department of Linguistics, School of International Studies, University of International Business and Economics, Beijing, China
- *Correspondence: Guangsa Jin
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Zhang S, de Koning BB, Paas F. Finger Pointing to Self‐Manage Cognitive Load in Learning From Split‐Attention Examples. APPLIED COGNITIVE PSYCHOLOGY 2022. [DOI: 10.1002/acp.3961] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
| | | | - Fred Paas
- Erasmus University Rotterdam
- University of Wollongong
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Damsgaard L, Nielsen AMV, Gejl AK, Malling ASB, Jensen SK, Wienecke J. Effects of 8 Weeks with Embodied Learning on 5–6-Year-Old Danish Children’s Pre-reading Skills and Word Reading Skills: the PLAYMORE Project, DK. EDUCATIONAL PSYCHOLOGY REVIEW 2022; 34:1709-1737. [PMID: 35437341 PMCID: PMC9007695 DOI: 10.1007/s10648-022-09671-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/17/2022] [Indexed: 11/03/2022]
Abstract
AbstractThe aim of this study was to investigate the effects of embodied learning on children’s pre-reading and word reading skills. We conducted a three-armed randomized controlled trial including two intervention groups and one control group. One hundred forty-nine children from grade 0 (5–6 years old) who had just started school were recruited from 10 different classes from four elementary schools. Within each class, children were randomly assigned to receive teaching of letter-sound couplings and word decoding either with whole-body movements (WM), hand movements (HM), or no movements (CON) over an 8-week period. Children were evaluated on pre-reading, word reading, and motor skills before (T1), immediately after (T2), and after 17–22 weeks of retention period (T3) following the intervention. Between-group analysis showed a significant improvement in children’s ability to name letter-sounds correctly from T1 to T2 (p < 0.001) and from T1 to T3 (p < 0.05) for WM compared to CON. HM and WM improved significantly in naming conditional letter-sounds from T1 to T2 (p < 0.01, p < 0.01) compared to CON and from T1 to T3 for the HM group compared to CON (p < 0.05). We did not find an effect on word reading or a correlation between motor skill performance and reading. Results from the present study suggest that there are beneficial effects of using whole-body movements for children. Hand motor movements indeed also had a performance effect on letter-sound knowledge; however, the whole-body movements had longer-lasting effects. We do not see an effect on whole word reading.
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Zuo G, Lin L. Engaging learners by tracing and summarizing in a computer‐based environment. APPLIED COGNITIVE PSYCHOLOGY 2022. [DOI: 10.1002/acp.3928] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Skulmowski A, Xu KM. Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load. EDUCATIONAL PSYCHOLOGY REVIEW 2021. [DOI: 10.1007/s10648-021-09624-7] [Citation(s) in RCA: 25] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
AbstractCognitive load theory has been a major influence for the field of educational psychology. One of the main guidelines of the theory is that extraneous cognitive load should be reduced to leave sufficient cognitive resources for the actual learning to take place. In recent years, research regarding various design factors, in particular from the field of digital and online learning, have challenged this assumption. Interactive learning media, immersion, disfluency, realism, and redundant elements constitute five major challenges, since these design factors have been shown to induce task-irrelevant cognitive load, i.e., extraneous load, while still promoting motivation and learning. However, currently there is no unified approach to integrate such effects into cognitive load theory. By including aspects of constructive alignment, an approach aimed at fostering deep forms of learning in order to achieve specific learning outcomes, we devise a strategy to balance cognitive load in digital learning. Most importantly, we suggest considering both the positive and negative effects on cognitive load that certain design factors of digital learning can cause. In addition, a number of research results highlight that some types of positive effects of digital learning can only be detected using a suitable assessment method. This strategy of aligning cognitive load with desired learning outcomes will be useful for formulating theory-guided and empirically testable hypotheses, but can be particularly helpful for practitioners to embrace emerging technologies while minimizing potential extraneous drawbacks.
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Ginns P, Hu F, Bobis J. Tracing enhances problem‐solving transfer, but without effects on intrinsic or extraneous cognitive load. APPLIED COGNITIVE PSYCHOLOGY 2020. [DOI: 10.1002/acp.3732] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Paul Ginns
- Sydney School of Education and Social Work The University of Sydney Sydney NSW Australia
| | - Fang‐Tzu Hu
- Sydney School of Education and Social Work The University of Sydney Sydney NSW Australia
| | - Janette Bobis
- Sydney School of Education and Social Work The University of Sydney Sydney NSW Australia
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Abstract
AbstractBased on theories of multimedia learning, the present study investigated whether the haptic sense serves as an additional channel to enhance the learning experience and learning outcomes. We therefore set up an experimental exhibition with two showrooms. In the first showroom, the sensory access of the participants to the exhibition objects was systematically varied in a 2 × 2 design with the between-subjects factors vision and haptics. While one group of participants could touch and see the objects, others could either only see or only touch them. The fourth group of participants found a showroom without objects. To address the auditory access, all participants were provided with information about each object via an audio guide. In the second showroom, further information was presented using posters. This showroom was the same for every participant. We aimed to investigate whether the haptic experience in the first showroom served as a motivator to engage further with the topic. The participants filled out questionnaires before visiting the first showroom, after visiting the first showroom, and after visiting the second showroom. To investigate the differences between the experimental groups on different outcomes, a memory test, a knowledge test, and various motivational-affective scales were used. The long-term effects of the information presentation were measured after 3 weeks. We found an advantage for recalling the objects and a heightened negative affect due to the haptic experience. Implications and further directions for this research will be discussed.
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Paas F, van Merriënboer JJG. Cognitive-Load Theory: Methods to Manage Working Memory Load in the Learning of Complex Tasks. CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE 2020. [DOI: 10.1177/0963721420922183] [Citation(s) in RCA: 49] [Impact Index Per Article: 12.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Cognitive-load researchers attempt to engineer the instructional control of cognitive load by designing methods that substitute productive for unproductive cognitive load. This article highlights proven and new methods to achieve this instructional control by focusing on the cognitive architecture used by cognitive-load theory and aspects of the learning task, the learner, and the learning environment.
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Affiliation(s)
- Fred Paas
- Department of Psychology, Education and Child Studies, Erasmus University Rotterdam
- School of Education, University of Wollongong
- Early Start, University of Wollongong
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Learning Stories Through Gesture: Gesture’s Effects on Child and Adult Narrative Comprehension. EDUCATIONAL PSYCHOLOGY REVIEW 2019. [DOI: 10.1007/s10648-019-09505-0] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Kostyrka-Allchorne K, Holland A, Cooper NR, Ahamed W, Marrow RK, Simpson A. What helps children learn difficult tasks: A teacher's presence may be worth more than a screen. Trends Neurosci Educ 2019; 17:100114. [PMID: 31685123 DOI: 10.1016/j.tine.2019.100114] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2019] [Revised: 05/12/2019] [Accepted: 07/05/2019] [Indexed: 11/29/2022]
Abstract
AIMS What helps children learn: is it a presence of a live teacher or an interaction with the learning materials? Addressing this question, we manipulated a teacher's presence (on-screen vs. present) and activity (observing vs. doing) while teaching children about the properties of geometric shapes. METHOD Five-year-olds (n = 215) completed two shape-sorting tasks in which they distinguished between typical, atypical and non-valid shapes. In between these tasks, they took part in one of four training sessions: doing teacher-present, observing teacher-present, doing teacher-on-screen and observing teacher-on-screen. RESULTS Although children's shape knowledge improved across all training conditions, learning showed an interaction between teacher presence and task difficulty. In a teacher's presence, children learned more about the most difficult (atypical) shapes, irrespective of activity. It may be the social interaction, associated with a teacher's presence, that enhances learning. Conversely, physically taking part in interactive touchscreen training did not result in more learning than passive screen viewing.
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Affiliation(s)
- Katarzyna Kostyrka-Allchorne
- Department of Child & Adolescent Psychiatry, Institute of Psychiatry Psychology and Neuroscience, King's College London, 16 De Crespigny Park, London SE5 8AF, UK.
| | - Amanda Holland
- School of Social Sciences, London Metropolitan University, London, UK
| | | | - Woakil Ahamed
- Department of Psychology, University of Essex, Colchester, UK
| | - Rachel K Marrow
- School of Health and Social Care, University of Essex, Colchester, UK
| | - Andrew Simpson
- Department of Psychology, University of Essex, Colchester, UK
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Duijzer C, Van den Heuvel-Panhuizen M, Veldhuis M, Doorman M, Leseman P. Embodied Learning Environments for Graphing Motion: a Systematic Literature Review. EDUCATIONAL PSYCHOLOGY REVIEW 2019. [DOI: 10.1007/s10648-019-09471-7] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
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Cognitive Load Theory and Human Movement: Towards an Integrated Model of Working Memory. EDUCATIONAL PSYCHOLOGY REVIEW 2019. [DOI: 10.1007/s10648-019-09461-9] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Skulmowski A, Rey GD. Embodied learning: introducing a taxonomy based on bodily engagement and task integration. Cogn Res Princ Implic 2018; 3:6. [PMID: 29541685 PMCID: PMC5840215 DOI: 10.1186/s41235-018-0092-9] [Citation(s) in RCA: 54] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2017] [Accepted: 01/30/2018] [Indexed: 11/24/2022] Open
Abstract
Research on learning and education is increasingly influenced by theories of embodied cognition. Several embodiment-based interventions have been empirically investigated, including gesturing, interactive digital media, and bodily activity in general. This review aims to present the most important theoretical foundations of embodied cognition and their application to educational research. Furthermore, we critically review recent research concerning the effectiveness of embodiment interventions and develop a taxonomy to more properly characterize research on embodied cognition. The main dimensions of this taxonomy are bodily engagement (i.e. how much bodily activity is involved) and task integration (i.e. whether bodily activities are related to a learning task in a meaningful way or not). By locating studies on the 2 × 2 grid resulting from this taxonomy and assessing the corresponding learning outcomes, we identify opportunities, problems, and challenges of research on embodied learning.
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Affiliation(s)
- Alexander Skulmowski
- Psychology of Learning with Digital Media, Chemnitz University of Technology, Straße der Nationen 12, 09111 Chemnitz, Germany
| | - Günter Daniel Rey
- Psychology of Learning with Digital Media, Chemnitz University of Technology, Straße der Nationen 12, 09111 Chemnitz, Germany
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Immediate and delayed effects of integrating physical activity into preschool children’s learning of numeracy skills. J Exp Child Psychol 2018; 166:502-519. [DOI: 10.1016/j.jecp.2017.09.009] [Citation(s) in RCA: 47] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2017] [Revised: 08/19/2017] [Accepted: 09/07/2017] [Indexed: 01/01/2023]
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Skulmowski A, Rey GD. Measuring Cognitive Load in Embodied Learning Settings. Front Psychol 2017; 8:1191. [PMID: 28824473 PMCID: PMC5539229 DOI: 10.3389/fpsyg.2017.01191] [Citation(s) in RCA: 36] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2017] [Accepted: 06/29/2017] [Indexed: 11/13/2022] Open
Abstract
In recent years, research on embodied cognition has inspired a number of studies on multimedia learning and instructional psychology. However, in contrast to traditional research on education and multimedia learning, studies on embodied learning (i.e., focusing on bodily action and perception in the context of education) in some cases pose new problems for the measurement of cognitive load. This review provides an overview over recent studies on embodied learning in which cognitive load was measured using surveys, behavioral data, or physiological measures. The different methods are assessed in terms of their success in finding differences of cognitive load in embodied learning scenarios. At the same time, we highlight the most important challenges for researchers aiming to include these measures into their study designs. The main issues we identified are: (1) Subjective measures must be appropriately phrased to be useful for embodied learning; (2) recent findings indicate potentials as well as problematic aspects of dual-task measures; (3) the use of physiological measures offers great potential, but may require mobile equipment in the context of embodied scenarios; (4) meta-cognitive measures can be useful extensions of cognitive load measurement for embodied learning.
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Affiliation(s)
- Alexander Skulmowski
- Psychology of Learning with Digital Media, Chemnitz University of TechnologyChemnitz, Germany
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Wang F, Xie H, Wang Y, Hao Y, An J. Using Touchscreen Tablets to Help Young Children Learn to Tell Time. Front Psychol 2016; 7:1800. [PMID: 27909420 PMCID: PMC5112279 DOI: 10.3389/fpsyg.2016.01800] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2016] [Accepted: 11/01/2016] [Indexed: 11/23/2022] Open
Abstract
Young children are devoting more and more time to playing on handheld touchscreen devices (e.g., iPads). Though thousands of touchscreen apps are claimed to be “educational,” there is a lack of sufficient evidence examining the impact of touchscreens on children’s learning outcomes. In the present study, the two questions we focused on were (a) whether using a touchscreen was helpful in teaching children to tell time, and (b) to what extent young children could transfer what they had learned on the touchscreen to other media. A pre- and post-test design was adopted. After 10 min of exposure to an iPad touchscreen app designed to teach time, three groups of 5- to 6-year-old children (N = 65) were, respectively, tested with an iPad touchscreen, a toy clock or a drawing of a clock on paper. The results revealed that post-test scores in the iPad touchscreen test group were significantly higher than those at pre-test, indicating that the touchscreen itself could provide support for young children’s learning. Similarly, regardless of being tested with a toy clock or paper drawing, children’s post-test performance was also better than pre-test, suggesting that children could transfer what they had learned on an iPad touchscreen to other media. However, comparison among groups showed that children tested with the paper drawing underperformed those tested with the other two media. The theoretical and practical implications of the results, as well as limitations of the present study, are discussed.
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Affiliation(s)
- Fuxing Wang
- School of Psychology, Central China Normal University Wuhan, China
| | - Heping Xie
- School of Psychology, Central China Normal University Wuhan, China
| | - Yuxin Wang
- School of Psychology, Central China Normal University Wuhan, China
| | - Yanbin Hao
- School of Psychology, Central China Normal University Wuhan, China
| | - Jing An
- School of Psychology, Central China Normal University Wuhan, China
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Mind Your Body: the Essential Role of Body Movements in Children’s Learning. EDUCATIONAL PSYCHOLOGY REVIEW 2015. [DOI: 10.1007/s10648-015-9333-3] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Brains and Brawn: Complex Motor Activities to Maximize Cognitive Enhancement. EDUCATIONAL PSYCHOLOGY REVIEW 2015. [DOI: 10.1007/s10648-015-9323-5] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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