Embodied learning using a tangible user interface: The effects of haptic perception and selective pointing on a spatial learning task

Skulmowski, Alexander; Pradel, Simon; Kühnert, Tom; Brunnett, Guido; Rey, Günter Daniel

doi:10.1016/j.compedu.2015.10.011

Cited by 108 publications

(70 citation statements)

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“…However, the literature on interactivity also contains negative results, as there are instances in which more static forms of learning media have resulted in better learning performance than versions that incorporated features such as user controls or related forms of responsive interfaces (e.g., Song et al, 2014). Results such as these have been explained in reference to an assumed cognitive overload (e.g., Skulmowski, Pradel, Kühnert, Brunnett, & Rey, 2016). Based on these results, we intend to more closely assess how to describe and measure the cognitive load that can ensue from the use of interactive learning media.…”

mentioning

confidence: 89%

“…Importantly, there has been an effort to unite cognitive load theory with usability research (e.g., Hollender, Hofmann, Deneke, & Schmitz, 2010) and in many cases, research on technology‐enhanced learning has incorporated cognitive load ratings along with usability surveys (e.g., Skulmowski et al, 2016). Since one potential source of cognitive load in the design of learning materials is interactivity (e.g., Kalyuga, 2007), our main objective is to examine extraneous load in the context of interactive learning media in order to improve its measurement.…”

Section: Cognitive Load Theorymentioning

confidence: 99%

“…A number of subjective survey instruments aimed at measuring the cognitive load components separately have been presented (e.g., Eysink et al, 2009; Klepsch, Schmitz, & Seufert, 2017; Leppink, Paas, Van der Vleuten, van Gog, & van Merriënboer, 2013). However, some researchers have acknowledged that there may be various types of extraneous cognitive load (e.g., Schnotz & Kürschner, 2007; Skulmowski et al, 2016). Schnotz and Kürschner (2007) mention “[…] that different kinds of misalignment are associated with different kinds of extraneous load” (p. 481).…”

Section: Conceptualizing and Measuring Extraneous Load In Interactivementioning

confidence: 99%

“…We chose a short interval for our study as we specifically wanted to assess how information accessibility and the testing effect interact in a very controlled, small‐scale learning environment. Our general research question concerning multiple rounds of testing was whether extraneous load due to interactivity (see Skulmowski et al, 2016) will have less of an impact with multiple learning phases.…”

Section: Choosing Appropriate Tests In the Context Of Interactive Leamentioning

confidence: 99%

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Subjective cognitive load surveys lead to divergent results for interactive learning media

Skulmowski

Rey

2020

Human Behav and Emerg Tech

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Cognitive load theory assumes that cognitive demands that arise from the design of learning materials (known as extraneous load) are major obstacles in the learning process with (digital) media. Interactive digital media allow learners to utilize complex learning materials that respond to user input. However, recent research on cognitive load measurement has led to the question whether different survey instruments produce different measurements for extraneous load generated by interactive learning media. In a laboratory experiment, we investigated this question using digital visualizations. Most importantly, we found that two cognitive load questionnaires revealed divergent results regarding the extraneous load involved in learning with interactive visualizations. This finding indicates that different questionnaires may be needed for different types of tasks in technology-enhanced learning settings. A more fundamental implication is that there needs to be greater consideration of different types of extraneous load.

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mentioning

confidence: 89%

Section: Cognitive Load Theorymentioning

confidence: 99%

Section: Conceptualizing and Measuring Extraneous Load In Interactivementioning

confidence: 99%

Section: Choosing Appropriate Tests In the Context Of Interactive Leamentioning

confidence: 99%

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Subjective cognitive load surveys lead to divergent results for interactive learning media

Skulmowski

Rey

2020

Human Behav and Emerg Tech

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“…Although our design does not rely on virtual reality, the immersion of learners into the environment is certainly high. However, the risk of cognitive overload [20] may explain the marginal effect on learning found in [2]. Further research towards evaluation of those sequences in terms of learning improvement and measurement of cognitive loads [21] will be considered in the context of a larger project as described next.…”

Section: Discussionmentioning

confidence: 99%

Enacting planets to learn physics

Rollinde

Décamp

2019

J. Phys.: Conf. Ser.

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The Solar System motivates students to interest themselves in sciences, as a large number of concepts may be easily introduced through the observation and understanding of planet's motion. Using a large representation of the Solar System at a human scale ("a human Orrery"), we intend to show how cognitive activities about kinematics and dynamics are activated and linked to the sensori-motors activities. In the last three years, we have conducted different activities with 10 to 16 years old children. In this contribution, we discuss the different scientific concepts covered by the Human Orrery, and the enaction theory that provides a theoretical background to those activities. We detail the enaction of velocity with a description of the gestures in relation with the abstract concepts involved in kinematics.

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Examining the Short‐, Medium‐, and Long‐Term Success of an Embodied Learning Activity in the Study of Hand Anatomy for Clinical Application

Smyth

Carter

Valter

et al. 2020

Anatomical Sciences Ed

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A student's own body provides an often disregarded site of knowledge production and corporeal wisdom. Learning via cognitive processes anchored in physical movement and body awareness, known as embodied learning, may aid students to visualize structures and understand their functions and clinical relevance. Working from an embodied learning perspective, the current article evaluates the use of an offline physical learning tool (Anatomical Glove Learning System; AGLS) for teaching hand anatomy for clinical application in medical students. Two student samples (N1 = 105; N2 = 94) used the AGLS in two different ways. In the first sample, the AGLS was compared to a traditional approach using hand bones, models and prosected specimens. Secondly, the AGLS and traditional approach were combined. The evaluation consisted of three outcomes: short‐term learning (post‐test), medium‐term applications (mock‐objective structured clinical examination, MOSCE), and longer‐term assessment (objective structured clinical examination, OSCE). Findings from the first sample indicated no significant differences between the AGLS and traditional laboratory groups on short‐ (F(1,78) = 0.036, P = 0.849), medium‐ (F(1,50) = 0.743, P = 0.393), or longer‐term (F(1,82) = 0.997, P = 0.321) outcomes. In the second sample using the AGLS in combination with a traditional approach was associated with significantly better short‐term post‐test scores (F(2,174) = 5.98, P = 0.003) than using the AGLS alone, but demonstrated no effect for long‐term OSCE scores. These results suggest an embodied learning experience alone does not appear to be advantageous to student learning, but when combined with other methods for studying anatomy there are learning gains.

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Embodied learning using a tangible user interface: The effects of haptic perception and selective pointing on a spatial learning task

Cited by 108 publications

References 43 publications

Subjective cognitive load surveys lead to divergent results for interactive learning media

Subjective cognitive load surveys lead to divergent results for interactive learning media

Enacting planets to learn physics

Examining the Short‐, Medium‐, and Long‐Term Success of an Embodied Learning Activity in the Study of Hand Anatomy for Clinical Application

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