Impact of embodied interaction on learning processes

Malinverni, Laura; Silva, Brenda López; Parés, Narcís

doi:10.1145/2307096.2307104

Cited by 18 publications

(10 citation statements)

References 17 publications

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“…Another study by Lozada and Carro (2016), investigating Piagetian conservation tasks in students, found that making students active participants in the transformation process, instead of letting them merely observe the same phenomenon, would help them recognize quantity invariance. These studies, among others, suggest that cognition can be a direct consequence of sensorimotor experiences of conceptual exemplars, which indicates that there is a formative relationship between bodily experiences and mathematical concepts (Johnson-Laird, 1983; Malinverni et al, 2012). The guiding principle is that even the most abstract mathematical concepts are in fact grounded in sensorimotor experiences (Núñez et al, 1999; Wilson, 2002; Gallese and Lakoff, 2005) and created by the human imaginative mind via a very specific use of everyday bodily grounded cognitive mechanisms, such as conceptual metaphors, analogical reasoning, or fictive motion (Miller and Johnson-Laird, 1976; Núñez et al, 1999; Lakofff and Nùñez, 2000; Wright, 2001).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Touchscreen Tablets: Coordinating Action and Perception for Mathematical Cognition

et al. 2017

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Proportional reasoning is important and yet difficult for many students, who often use additive strategies, where multiplicative strategies are better suited. In our research we explore the potential of an interactive touchscreen tablet application to promote proportional reasoning by creating conditions that steer students toward multiplicative strategies. The design of this application (Mathematical Imagery Trainer) was inspired by arguments from embodied-cognition theory that mathematical understanding is grounded in sensorimotor schemes. This study draws on a corpus of previously treated data of 9–11 year-old students, who participated individually in semi-structured clinical interviews, in which they solved a manipulation task that required moving two vertical bars at a constant ratio of heights (1:2). Qualitative analyses revealed the frequent emergence of visual attention to the screen location halfway along the bar that was twice as high as the short bar. The hypothesis arose that students used so-called “attentional anchors” (AAs)—psychological constructions of new perceptual structures in the environment that people invent spontaneously as their heuristic means of guiding effective manual actions for managing an otherwise overwhelming task, in this case keeping vertical bars at the same proportion while moving them. We assumed that students’ AAs on the mathematically relevant points were crucial in progressing from additive to multiplicative strategies. Here we seek farther to promote this line of research by reanalyzing data from 38 students (aged 9–11). We ask: (1) What quantitative evidence is there for the emergence of AAs?; and (2) How does the transition from additive to multiplicative reasoning take place when solving embodied proportions tasks in interaction with the touchscreen tablet app? We found that: (a) AAs appeared for all students; (b) the AA-types were few across the students; (c) the AAs were mathematically relevant (top of the bars and halfway along the tall bar); (d) interacting with the tablet was crucial for the AAs’ emergence; and (e) the vast majority of students progressed from additive to multiplicative strategies (as corroborated with oral utterances). We conclude that touchscreen applications have the potential to create interaction conditions for coordinating action and perception into mathematical cognition.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Touchscreen Tablets: Coordinating Action and Perception for Mathematical Cognition

et al. 2017

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“…There were a wide variety of papers by different authors; however, three authors had the most papers attached to their names. Narcís Parés had seven co-authored papers [5,62,77,17,84,89,93], followed by Laura Malinverni with four main-authored papers [77,84,93,100] and Joan Mora-Guiard who had three main-authored papers [17,62,89].…”

Section: Research Overviewmentioning

confidence: 99%

A systematic survey on embodied cognition: 11 years of research in child–computer interaction

Ale

Sturdee

Rubegni

2022

International Journal of Child-Computer Interaction

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“…Previous research with children with special needs also usually involves collaborations with a special needs organization or school [15]; hence, children with special needs are usually not expected to physically travel to the researchers' place of work. Of course, this is not possible when an extensive technological setup is required [24].…”

Section: Special Education Schools As Sites For Empowermentmentioning

confidence: 99%

“…However, the studies so far have been carried out in wealthy Western country contexts and with typically developed children, and only a limited number of studies ( [12] and [25] as notable exceptions) critically examine approaches to empowerment in other contexts and for individuals with special needs. There is a growing interest, however, on the use of technology for individuals with special needs to support and train for social and cognitive skills [15,16,24]. This trend has also permeated into the Global South [2,33], the context of our study.…”

Section: Introductionmentioning

confidence: 97%

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Gathering garbage or going green?

Sharma

Achary

Kinnula

et al. 2020

Proceedings of the Interaction Design and Children Conference

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Digital technologies are increasingly used with individuals with special needs for skill-building, social inclusion, and empowerment. However, different stakeholders involved in raising an individual with special needs have different and sometimes conflicting understanding of empowerment and motivations towards it. Using an empowerment framework, we collaboratively analyzed and critically reflected on the design and outcomes of three user studies conducted at a special needs school in New Delhi, India. The studies focused on learning how to make compost out of everyday kitchen waste, to assemble a solar lantern, and to buy groceries from a local store. Findings from the analysis provide insights into the complex socio-cultural conditions that enable, and in some cases limit, empowerment of individuals in an underserved and special needs context. We contribute to discussions on empowerment of children through design and use of digital technologies.

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Impact of embodied interaction on learning processes

Cited by 18 publications

References 17 publications

Touchscreen Tablets: Coordinating Action and Perception for Mathematical Cognition

Touchscreen Tablets: Coordinating Action and Perception for Mathematical Cognition

A systematic survey on embodied cognition: 11 years of research in child–computer interaction

Gathering garbage or going green?

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