Embodiment and Embodied Design

Abrahamson, Dor; Lindgren, Robb

doi:10.1017/cbo9781139519526.022

Cited by 129 publications

(59 citation statements)

References 60 publications

(31 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This contributes to existing research showing the importance of facilitating students to articulate their gestural interaction strategies as an embodied design guidance [2]. However, this small number of cases is limited to posit their causal relationship.…”

Section: Multimodal Interaction Metricsmentioning

confidence: 78%

“…Lindgren and Johnson-Glenberg [5] have emphasized the importance of aligning physical actions with concepts and creating meaningful collaborative interaction. Abrahamson and Lindgren [2] have discussed challenges that are relevant to activities, materials, and facilitation for the pedagogical design of embodied environments. They argue, first, that initial activities should focus on relatively simple tasks with straightforward execution within a familiar physical context.…”

Section: Embodied Learning Environmentsmentioning

confidence: 99%

“…These initial findings suggest possible critical metrics that represent archetypal gestural interactions that could act as indicators of behavior requiring just-in-time feedback. In these cases, real-time feedback may allow a student to take new actions, interpret the system in a different way, and therefore better understand cross-cutting concepts in science [2].…”

Section: Multimodal Interaction Metricsmentioning

confidence: 99%

“…Embodied learning is an approach to educational environment design that focuses on the interplay between the knowledge creation process and learners' physical interactions with their surroundings [2]. Body-based interactions can play a critical role in the development of both concrete and abstract understandings.…”

Section: Introductionmentioning

confidence: 99%

“…With the refinement of body detection and tracking technologies arising out of the entertainment and virtual reality industries, software designed to utilize dynamic and continuous body tracking and gesture recognition can now be leveraged to facilitate embodied learning with platforms such as whole-body interactive science learning simulations. Recently, several authors have outlined basic design principles for effective embodied design [2][3][4][5]. These technology-enhanced environments can guide embodied interaction in ways that instigate new learning [6][7][8].…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Exploring Emergent Features of Student Interaction within an Embodied Science Learning Simulation

Kang

Lindgren

Planey

2018

MTI

Self Cite

View full text Add to dashboard Cite

Theories of embodied cognition argue that human processes of thinking and reasoning are deeply connected with the actions and perceptions of the body. Recent research suggests that these theories can be successfully applied to the design of learning environments, and new technologies enable multimodal platforms that respond to students' natural physical activity such as their gestures. This study examines how students engaged with an embodied mixed-reality science learning simulation using advanced gesture recognition techniques to support full-body interaction. The simulation environment acts as a communication platform for students to articulate their understanding of non-linear growth within different science contexts. In particular, this study investigates the different multimodal interaction metrics that were generated as students attempted to make sense of cross-cutting science concepts through using a personalized gesture scheme. Starting with video recordings of students' full-body gestures, we examined the relationship between these embodied expressions and their subsequent success reasoning about non-linear growth. We report the patterns that we identified, and explicate our findings by detailing a few insightful cases of student interactions. Implications for the design of multimodal interaction technologies and the metrics that were used to investigate different types of students' interactions while learning are discussed.

show abstract

Section: Multimodal Interaction Metricsmentioning

confidence: 78%

Section: Embodied Learning Environmentsmentioning

confidence: 99%

Section: Multimodal Interaction Metricsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Exploring Emergent Features of Student Interaction within an Embodied Science Learning Simulation

Kang

Lindgren

Planey

2018

MTI

Self Cite

View full text Add to dashboard Cite

show abstract

Applied Cognitive Linguistics

Galantomos

2021

The TESOL Encyclopedia of English Language Teaching

View full text Add to dashboard Cite

The goal of this entry is to introduce the main tenets of cognitive science and cognitive linguistics and to acknowledge their applications to second language (L2) learning and teaching within the framework of applied cognitive linguistics. Cognitive linguistics addresses language learning in terms of communication, cognition, and their relation to the physical, spatial, and social world. Ample research data suggest that an Applied Cognitive Linguistics approach moves L2 pedagogy away from traditional distinctions, such as the lexicon–grammar dichotomy, and highlights the systematicity that underlies various language structures, for instance figurative language. From this perspective, adopting an applied cognitive linguistics‐based model gives rise to and redefines new and current concepts and teaching tools such as conceptual fluency, motivation, conceptual syllabus, pedagogical grammar, and figurative, metaphorical, idiomatic, and metonymic competence. Taken together, these notions are expected to enhance L2 classroom practice.

show abstract

Visuohaptic experiments: Exploring the effects of visual and haptic feedback on students’ learning of friction concepts

Yüksel

Walsh

Magana

et al. 2019

Comp Applic In Engineering

View full text Add to dashboard Cite

In this study, we analyzed students’ reasoning and explanations of friction concepts before and after engaging in guided experimentation with visuohaptic (VH) simulations. The VH experimentation included two affordances: visual cues and haptic feedback. Specifically, we analyzed the outcomes of two treatment groups with different sequences of affordance introduction. The first treatment group started with visual cues, with haptic feedback added later, while the second treatment group started with haptic feedback and added the visual cues later. We recruited 48 students who had previously taken at least one physics course. Participants completed a pre‐ and posttest assessment, which included both procedural and conceptual questions about friction before and after the guided experimentation task. The results show that the participants from both treatment groups benefited from using VH simulations. Both treatment groups showed statistically significant pre/post improvements in their understanding of friction. Moreover, both treatment groups showed a statistically significant increase in the conceptual understanding of friction concepts from pretest to posttest with moderate to strong effect sizes. Implications for laboratory instruction are also discussed.

show abstract

Embodiment and Embodied Design

Cited by 129 publications

References 60 publications

Exploring Emergent Features of Student Interaction within an Embodied Science Learning Simulation

Exploring Emergent Features of Student Interaction within an Embodied Science Learning Simulation

Applied Cognitive Linguistics

Visuohaptic experiments: Exploring the effects of visual and haptic feedback on students’ learning of friction concepts

Contact Info

Product

Resources

About