Digitizing Literacy: Reflections on the Haptics of Writing

Mangen, Anne; Velay, Jean‐Luc

doi:10.5772/8710

Cited by 113 publications

(95 citation statements)

References 48 publications

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“…On the other hand, as it is stated in [2] "during the act of writing, there is a strong relation between the cognitive processing and the sensorimotor interaction" (p. 398), enhancing thus the students' understanding and learning ability.…”

Section: Introductionmentioning

confidence: 99%

A smart environment for augmented learning through physical books

Margetis

Koutlemanis

Zabulis

et al. 2011

2011 IEEE International Conference on Multimedia and Expo

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Today, augmented reality is evolving towards sophisticated approaches exploiting the opportunities offered by immersive environments and high quality 3D graphics. Such systems can prove to be very useful in the context of education, especially when learning involves reading and writing activities. However, the majority of existing systems relies on touch-based interaction, or on interaction with proprietary technological artifacts. This paper presents an approach to enhancing reading and writing on physical books through smart augmentation. It is based on the intuitive and unobtrusive monitoring of students gestures during reading and writing activities through cameras, facilitating context -aware content sensitive assistance without requiring any special interaction device.

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Section: Introductionmentioning

confidence: 99%

A smart environment for augmented learning through physical books

Margetis

Koutlemanis

Zabulis

et al. 2011

2011 IEEE International Conference on Multimedia and Expo

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“…Other experiments suggest that there is a clear connection between touching, moving and acting, and human perception (Mangen & Velay 2010cited in Toft 2011. These results support the students' reported increase in language learning awareness for manual writing.…”

Section: Writing and Language Learning Awarenessmentioning

confidence: 99%

Virtual Slovak: insight into learning Slovak in an e-learning environment

Kyppö¹

2015

Voices of Pedagogical Development – Expanding, Enhancing and Exploring Higher Education Language Learning

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T his paper offers insight into learning Slovak in an e-learning environment. The need to reach distance-learners of Slovak led to the implementation of a web-based course on Slovak language and culture in [2008][2009][2010]. The pedagogical basis of the course, called Virtual Slovak, is the socioconstructivist approach to teaching and learning, in which the focus is on the development of learners' communicative competence. This teaching experiment led to a study in which the focus was on learners' beliefs and experiences regarding learning Slovak in an e-learning environment. The results showed that this particular learning environment had a positive impact on the development of learners' agency. This impact was demonstrated by an evident increase in motivation and language learning awareness as well as in a conscious approach to learning. At the centre of this investigation is the evaluation of the e-learning environment, especially its appropriateness at the beginners' level for the acquisition of a less commonly taught language, as well as of the teacher's role in the learning process. Furthermore, the results revealed that learners' attitudes towards learning in technologyenhanced learning environments pose challenges to the instruction of less commonly taught languages. Even though current digital technology offers multiple opportunities for the integration of new media modes into learning activities, the choice of relevant media for the learning context and learners' competences seems to remain one of the teacher's main responsibilities.Keywords: e-learning, learning environment, Slovak, less commonly taught languages, LCTL, communicative competence.1. Language Centre, University of Jyväskylä, Finland; anna.kyppo@jyu.fi How to cite this chapter: Kyppö, A. (2015). Virtual Slovak: insight into learning Slovak in an e-learning environment. In J. Jalkanen, E. Jokinen, & P. Taalas (Eds), Voices of pedagogical development -Expanding, enhancing and exploring higher education language learning (pp. 57-84). Dublin: Research-publishing.net. doi:10.14705/rpnet.2015.000287 Chapter 4 58 1. Context of the studyThis study offers insight into learning Slovak in an e-learning environment. One of the challenges for teaching in the last decade or so has been the design of new learning environments for language learning and the efficient employment of versatile ICT 2 -enhanced approaches and resources. The development of new course content and learner training modules, as well as of collaborative practices between teachers and students within distance learning programmes focusing on the efficiency and multimodality of learning materials, generated the idea of a new learning environment designed specifically for learning Slovak. The Slovak e-learning course Virtual Slovak was designed and piloted in [2008][2009][2010]. The pedagogical basis of the course is the socioconstructivist approach to teaching and learning. The main focus is on the development of learners' communicative competence, which is perceived as the...

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“…For example, Mangen & Velay (2011) propose that writing by hand promotes learning because there is direct interaction between the hand movements and the visual information received by the brain, whereas typing hinders cognitive links because it splits attention between the hand movements with the keyboard or mouse and the visual information from the screen. One of the earliest papers in this field, by Hulme (1979), demonstrated that children learn abstract figures better when tracing them by hand.…”

Section: Cover Page Footnotementioning

confidence: 99%

Visual Literacy Skills of Students in College-Level Biology: Learning Outcomes following Digital or Hand-Drawing Activities

Bell

2014

cjsotl-rcacea

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To test the claim that digital learning tools enhance the acquisition of visual literacy in this generation of biology students, a learning intervention was carried out with 33 students enrolled in an introductory college biology course. This study compared learning outcomes following two types of learning tools: a traditional drawing activity, or a learning activity on a computer. The sample was divided into two random groups. In the first intervention students learned how to draw and label a cell. Group 1 learned the material by computer and Group 2 learned the material by hand drawing. In the second intervention, students learned how to draw the phases of mitosis, and the two groups were inverted. After each learning activity, students were given a quiz, and were also asked to self-evaluate their performance in an attempt to measure their level of metacognition. At the end of the study, participants were asked to fill out a questionnaire that was used to measure the level of task engagement the students felt towards the two types of learning activities. The students who learned the material by drawing had a significantly higher average grade on the associated quiz compared to that of those who learned the material by computer. There were no other significant differences in learning outcomes between the two groups. This study provides evidence that drawing by hand is beneficial for learning biological images compared to learning the same material on a computer. Afin de vérifier le bien-fondé de l’assertion voulant que les outils d’apprentissage numériques renforcent l’acquisition de la littératie visuelle parmi la génération présente d’étudiants en biologie, une intervention d’apprentissage a été effectuée auprès de 33 étudiants inscrits dans un cours collégial d’introduction à la biologie. Cette étude compare les résultats d’apprentissage suite à l’utilisation de deux types d’outils d’apprentissage : une activité de dessin traditionnel ou une activité d’apprentissage par ordinateur. L’échantillon a été divisé en deux groupes formés au hasard. Au cours de la première intervention, les étudiants ont appris à dessiner et à caractériser une cellule. Le groupe 1 a appris la matière par ordinateur et le groupe 2 l’a apprise en faisant les dessins à la main. Au cours de la seconde intervention, les étudiants ont appris à dessiner les phases de la division cellulaire (mitose) et la manière dont les deux groupes ont appris cette matière a été inversée. Après chaque activité d’apprentissage, les étudiants ont subi un test de contrôle et on leur a également demandé d’auto-évaluer leurs résultats pour tenter de mesurer leur niveau de métacognition. À la conclusion de l’étude, on a demandé aux participants de remplir un questionnaire qui a été utilisé pour mesurer le niveau de participation à la tâche perçu par les étudiants par rapport aux deux types d’activités d’apprentissage. Les étudiants qui avaient appris la matière en dessinant ont obtenu une note moyenne considérablement plus élevée à leur test de contrôle que ceux qui avaient appris la matière par ordinateur. Il n’y a eu aucune autre différence significative dans les résultats d’apprentissage entre les deux groupes. Cette étude fournit la preuve que le fait de dessiner à la main est bénéfique pour apprendre des images de biologie par rapport à l’apprentissage par ordinateur de la même matière.

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Digitizing Literacy: Reflections on the Haptics of Writing

Cited by 113 publications

References 48 publications

A smart environment for augmented learning through physical books

A smart environment for augmented learning through physical books

Virtual Slovak: insight into learning Slovak in an e-learning environment

Visual Literacy Skills of Students in College-Level Biology: Learning Outcomes following Digital or Hand-Drawing Activities

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