Taking a signal: A review of gesture-based computing research in education

Sheu, Feng-Ru; Chen, Nian-Shing

doi:10.1016/j.compedu.2014.06.008

Cited by 51 publications

(40 citation statements)

References 50 publications

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“…Hung et al (2014) devised learning strategies for learners to engage arm movements as learning stimuli to deal with abstract concepts of fundamental optics and improve their comprehension of the learning content. Many other researchers have also designed learning strategies based on embodied cognition to improve learners' learning performance and decrease cognitive load in terms of learning English, Chinese, mathematics, and functional fitness (Alibali and Nathan 2011;Chen and Fang 2014;Fang et al 2015;Hao et al 2010;Kuo et al 2014;Macedonia et al 2011;McNeill 1992;Sheu and Chen 2014;Sheu et al 2015). These previous studies have suggested that appropriate learning approaches supported by technologies for natural user interaction can help learners in obtaining better learning outcomes.…”

Section: Introductionmentioning

confidence: 96%

Communicating through body: a situated embodiment-based strategy with flag semaphore for procedural knowledge construction

Hung

Hsu

Chen

et al. 2015

Education Tech Research Dev

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Situated learning suggests that knowledge is grounded in and influenced by the learning context, the activity, and the culture. Thus, learning in such situated learning contexts can improve learners' learning performance. Based on embodied cognition and situated learning, this study proposes a situated embodiment-based strategy to help learners learn flag semaphore through real signaling practices with their body movements in a richly perceived learning context. With the support of natural user interface technologies and educational robots, the situated embodiment-based strategy provides a realistic learning context via learners' body movements to help learners easily construct procedural knowledge. In order to evaluate the effects of the situated embodiment-based strategy, a flag semaphore learning activity was designed and a quasi-experiment was conducted with 60 participants. Three variables were assessed, namely practical signaling performance, attention, and cognitive load. The results showed that the situated embodiment-based learning group had significantly higher practical signaling performance and attention, and significantly lower extrinsic cognitive load than the embodiment-based learning group. The findings suggest that the situated embodiment-based learning strategy is an effective design that can improve the procedural knowledge construction and enhance the attention level with the lower extrinsic cognitive load in a learning process.

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Section: Introductionmentioning

confidence: 96%

Communicating through body: a situated embodiment-based strategy with flag semaphore for procedural knowledge construction

Hung

Hsu

Chen

et al. 2015

Education Tech Research Dev

Self Cite

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“…These technologies enable the user to interact with a computer device in ways that mimic natural communication forms such as speaking, using body movements, and hand gestures (Sheu and Chen 2014) and as such are also referred to as Bintuitive technology^ (Johnson et al 2014). Some examples of use in the classroom are ICTs based on gestural recognition, such as Microsoft Kinect, and input, such as tablets, e.g., the iPad (for a review of gesture-based computing research in education, see Sheu and Chen 2014). While ICTs based on gestural recognition interfaces are likely to remain niche products in classrooms, the prevalence of tablet use for learning in both schools and workplaces is increasing as part of a growing trend toward a Bbring your own device^model (Docebo 2014).…”

Section: Introductionmentioning

confidence: 99%

Giving Learning a Helping Hand: Finger Tracing of Temperature Graphs on an iPad

et al. 2015

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Gesturally controlled information and communication technologies, such as tablet devices, are becoming increasingly popular tools for teaching and learning. Based on the theoretical frameworks of cognitive load and embodied cognition, this study investigated the impact of explicit instructions to trace out elements of tablet-based worked examples on mathematical problem-solving. Participants were 61 primary school children (8-11 years), who studied worked examples on an iPad either by tracing temperature graphs with their index finger or without such tracing. Results confirmed the main hypothesis that finger tracing as a form of biologically primary knowledge would support the construction of biologically secondary knowledge needed to understand temperature graphs. Children in the tracing condition achieved higher performance on transfer test questions. The theoretical and practical implications of the results are discussed.

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“…Many innovative applications for somatosensory technologies have been proposed in recent years, such as language learning, assisted living for the differently abled, medical rehabilitation, and posture adjustment in sports physiology (Hwang, Wu, & Kuo, 2013;Sheu & Chen, 2014;Zaharias, Michael, & Chrysanthou, 2013). In terms of language learning, somatosensory technologies have been used to propose game-based learning approaches to enable more immersive experience for the learners in simulation environments.…”

Section: Literature Reviewmentioning

confidence: 99%

Enabling digital natives to fully immerse in learning — Analyzing the effects of embodiment-based learning environments

Wei

Chen

et al. 2015

2015 8th International Conference on Ubi-Media Computing (UMEDIA)

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Peer interaction plays an important role during the learning process. Currently predominant paradigm of digital learning materials limits learners' interaction with their peers using traditional user interfaces. To cope with this problem, this study proposes an embodiment-based learning environment to facilitate more peer interactions. The effectiveness of the environment is evaluated by designing an electronic circuit learning activity. A total of 120 voluntary participants randomly assigned to the "embodiment-based learning group," "touchbased learning group" and "traditional learning group." Three variables, learning performance, perceived cooperative perception and social flow were assessed. Results show that there is no significant difference among the three groups in learning performance; however, participants in the embodiment-based learning group have higher perceived cooperation extent, lower emotional conflict, and higher intrinsic interest during learning process than the traditional learning group.

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Taking a signal: A review of gesture-based computing research in education

Cited by 51 publications

References 50 publications

Communicating through body: a situated embodiment-based strategy with flag semaphore for procedural knowledge construction

Communicating through body: a situated embodiment-based strategy with flag semaphore for procedural knowledge construction

Giving Learning a Helping Hand: Finger Tracing of Temperature Graphs on an iPad

Enabling digital natives to fully immerse in learning — Analyzing the effects of embodiment-based learning environments

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Taking a signal: A review of gesture-based computing research in education

Cited by 51 publications

References 50 publications

Communicating through body: a situated embodiment-based strategy with flag semaphore for procedural knowledge construction

Communicating through body: a situated embodiment-based strategy with flag semaphore for procedural knowledge construction

Giving Learning a Helping Hand: Finger Tracing of Temperature Graphs on an iPad

Enabling digital natives to fully immerse in learning &#x2014; Analyzing the effects of embodiment-based learning environments

Contact Info

Product

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Enabling digital natives to fully immerse in learning — Analyzing the effects of embodiment-based learning environments