ABSTRACT
There is a growing interest in learning studies about the use of interaction models that involve sensorimotor activities and affordances within an educational experience. This paper explores how concrete experiences, in this case an educational application designed for an Interactive Slide, can make concepts of buoyancy and Archimedes' principle understandable to children. We hypothesized that the relationship between kinesthetic experience and the Interactive Slide's affordances would improve learning. To test this hypothesis we have defined two principal experimental conditions, using the same application on the Interactive Slide and on a desktop computer, and compared the results from a sample of 331 children through pre and post-tests. Our results show modest but noticeable improvements in test scores from children assigned to the Interactive Slide condition. The results of this study highlight the opportunities of the Interactive Slide as a learning environment to foster the processes of building abstract concepts. However, additional exploration is necessary to improve the design strategies for new applications and refine the assessment methodology.
- Allen, S. 2004.. Designs for learning: Studying science museum exhibits that do more than entertain. Science Education, 88(S1), 17--33. Salem, Mass.: WG Whitman, 1929-. DOI http://doi.wiley.com/10.1002/sce.20016Google ScholarCross Ref
- Barsalou, L. W. 2008. Grounded cognition. Annual Review of Psychology, 59, 617--645.Google ScholarCross Ref
- Bianchi-Berthouze, N., Kim W. W., and Patel, D. 2007. Does Body Movement Engage You More in Digital Game Play? And Why?. In Proceedings of the 2nd international conference on Affective Computing and Intelligent Interaction (ACII '07), Ana C. Paiva, Rui Prada, and Rosalind W. Heard (Eds.). Springer-Verlag, Berlin, Heidelberg, 102--113. DOI=10.1007/978-3-540-74889-2_10 http://dx.doi.org/10.1007/978-3-540-74889-2_10. Google ScholarDigital Library
- Birchfield, D., Thornburg, H., Megowan-Romanowicz, C., Hatton, S., Mechtley, B., Dolgov, I., Burleson, W. 2008. Embodiment, Multimodality, and Composition: Convergent Themes Across HCI and Education for Mixed-Reality Learning Environments, Journal of Advances in Human-Computer Interaction, Volume 2008, Article ID 874563.Google Scholar
- Brassac, Ch., Fixmer, P., Mondada, L., Vinck, D. 2008. Interweaving objects, gestures, and talk in context. Mind, Culture and Activity: An International Journal, 15(2), 208--233.Google ScholarCross Ref
- Broaders, S. C., Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. 2007. Making children gesture brings out implicit knowledge and leads to learning. Journal of experimental psychology. General, 136(4), 539--50. doi: 10.1037/0096-3445.136.4.539.Google ScholarCross Ref
- Carreras A., Parés, N. 2004. Designing an Interactive Installation for Children to Experience Abstract Concepts in New Trends on Human-Computer Interaction. Springer.Google Scholar
- Clark, M. H., Shadish, W. R. 2008. Solomon Four-Group Design. In P. J. Lavrakas, Encyclopedia of Survey Research Methods. Thousand Oaks, California: Sage Publications.Google Scholar
- Csikszentmihalyi, M., 1990 "Fluir (flow). Una psicologia de la felicidad". Trad. Lopez, N., Editorial Kairos, BarcelonaGoogle Scholar
- DiBattista, D. 2008. Making the most of multiple-choice questions: Getting beyond remembering. In A. Wright, S. Murray, & M. Wilson (Eds.), Collected essays on learning and teaching. The evolving scholarship of teaching and learning. Volume I. 119--122. Windsor, ON: Society for Teaching and Learning in Higher Education.Google Scholar
- Di Paolo, E., Rohde, M., & De Jaegher, H. 2007. Horizons for the enactive minds: Value, social interaction, and play. In: Stewart, J., Gapenne, O., Paolo, E. D. (Eds.), Enaction: towards a new paradigm for cognitive science, MIT Press, Cambridge, MA.Google Scholar
- Dourish, P. 2001. Where The Action Is: The Foundations of Embodied Interaction. MIT Press Google ScholarDigital Library
- Gallese, V. Lakoff G. 2005. "The Brain's concepts: The role of the sensory motor system in conceptual knowledge". Cognitive Neuropsychology. Psychology Press, 21. Print.Google Scholar
- Glenberg, Arthur M.; Kaschak, Michael P. Ross, Brian H., 2003. The psychology of learning and motivation: Advances in research and theory, Vol. 43. 93--126. New York, NY, US: Elsevier Science Ross, Brian H. (Ed),.Google Scholar
- Haugeland, J. 1993. Mind Embodied and Embedded. In Yu-Houng H. Houng & J. Ho (eds.), Mind and Cognition: 1993 International Symposium. Academica SinicaGoogle Scholar
- Holzer, S. 1994. From constructivism to active learning. The Innovator.Google Scholar
- Huizinga, J. 2004 "Homo Ludens: a study of the play element in culture", in Salen K & Zimmerman, E., "Rules of Play. Game design fundamentals", MIT Press, Cambridge MA.Google Scholar
- Hutchins, E., 2006, Imagining the cognitive life of things. Presented at workshop, The cognitive life of things: recasting the boundaries of the mind. McDonald Institute for Archaeological Research, Cambridge. Online at: http://lins.cnrs.fr/enaction/docs/documents2006/ImaginingCogLifeThings.pdfGoogle Scholar
- Jonassen, D. H. and Rohrer-Murphy, L. 1999. Activity theory as a framework for designing constructive learning environments. Educational Technology Research and Development, 47(1), 62--79.Google ScholarCross Ref
- Kiili, K. & Lainema, T. 2008. Foundation for Measuring Engagement in Educational Games. Journal of Interactive Learning Research, 19(3), 469--488. Chesapeake, VA: AACE.Google Scholar
- Keeley, P. 2008. "Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning". Corwin PressGoogle Scholar
- Kloosa, H., Fisherb, A., Van Ordena, G. (n.d.). Situated Naive Physics: Task Constrains Decide what Children Know about Density. Journal of Experimental PsychologyGoogle Scholar
- Kynigos, C., Smyrnaiou, Z., Roussou, M. 2010. Exploring rules and underlying concepts while engaged with collaborative full-body games. In Proceedings of the 9th International Conference on Interaction Design and Children (IDC '10). ACM, New York, NY, USA, 222--225. DOI=10.1145/1810543.1810576 http://doi.acm.org/10.1145/1810543.1810576 Google ScholarDigital Library
- Loverude, M., Kautz, C., Heron, P. 2003. Helping students develop an understanding of Archimedes' principle. I. Research on student understanding. Am. J. Phys. 71Google Scholar
- Malafouris L. 2004. "The Cognitive Basis of Material Engagement: Where Brain, Body and Culture Conflate, in Rethinking Materiality: The Engagement of Mind with the Material World, (eds) E, DeMarrais C, Gosden C, Renfrew" Cambridge: McDonald Institute for Archaeological Research: 53--62Google Scholar
- Manches, A., Price, S. 2011. Designing learning representations around physical manipulation: hands and objects. In Proceedings of the 10th International Conference on Interaction Design and Children (IDC '11). ACM, New York, NY, USA, 81--89. DOI=10.1145/1999030.1999040 http://doi.acm.org/10.1145/1999030.1999040. Google ScholarDigital Library
- Mondada, L. 2011. Understanding as an embodied, situated and sequential achievement in interaction. Journal of Pragmatics, 43(2), 542--552. Elsevier B. V. doi: 10.1016/j.pragma.2010.08.019.Google ScholarCross Ref
- Mueller, F., Gibbs, M., Vetere, F.. 2008. Taxonomy of exertion games. In Proceedings of the 20th Australasian Conference on Computer-Human Interaction: Designing for Habitus and Habitat (OZCHI '08). ACM, New York, NY, USA, 263--266. DOI=10.1145/1517744.1517772 http://doi.acm.org/10.1145/1517744.1517772 Google ScholarDigital Library
- Norman, D. (1990) "La psicologia de los objetos cotidianos". Trans. Fernando Santos Fontenla. Editorial Nerea, Donostia.Google Scholar
- Parés, N., Carreras, A., Durany, J. 2005. Generating meaning through interaction in a refreshing interactive water installation for children. In Proceedings of the 4th International Conference on Interaction Design and Children, IDC2005. ACM SIGCHI, June 8--10, Boulder, CO..Google Scholar
- Prensky, M. 2003. Digital game-based learning. Comput. Entertain. 1, 1 (October 2003), 21--21. DOI=10.1145/950566.950596 http://doi.acm.org/10.1145/950566.950596 Google ScholarDigital Library
- Price, S., Rogers, Y.. 2004. Let's get physical: the learning benefits of interacting in digitally augmented physical spaces. Comput. Educ. 43, 1--2 (August 2004), 137--151. DOI=10.1016/j.compedu.2003.12.009 http://dx.doi.org/10.1016/j.compedu.2003.12.009. Google ScholarDigital Library
- Resnick, M. 2002. Rethinking Learning in the Digital Age. In The Global Information Technology Report: Readiness for the Networked World, edited by G. Kirkman. Oxford University Press.Google Scholar
- Rieber, L. P. 1996. Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games. Educational Technology Research & Development. v44 i2. 43--58.Google Scholar
- Rogers Y., Scaife M., Gabrielli S., Smith H., Harris E. 2002. A conceptual framework for mixed reality environments: designing novel learning activities for young children. Presence: Teleoper. Virtual Environ. 11, 6 (December 2002), 677--686. DOI=10.1162/105474602321050776 http://dx.doi.org/10.1162/105474602321050776 Google ScholarDigital Library
- Savery, J. R., and Duffy, T. M. 1995. Problem based learning: An instructional model and its constructive framework. Educational Technology, 35, 31--3Google Scholar
- Smith, C., Carey, S., & Wiser, M. 1985. On differentiation: A case study o the development of the concept of size, weight, and density. Cognition, 21, 177--237.Google ScholarCross Ref
- Soler-Adillon, J., Ferrer, J., & Paréés, N. 2009. A novel approach to interactive playgrounds: the interactive slide project. In Proceedings of the 8th International Conference on Interaction Design and Children (IDC '09). ACM, New York, NY, USA, 131--139. DOI=10.1145/1551788.1551811 http://doi.acm.org/10.1145/1551788.155181 Google ScholarDigital Library
- Vygotsky, L. S. 1978. Mind in society: The Development of Higher Psychological processes. Cambridge: Harvard University Press.Google Scholar
- Wilson, M. 2002. Six views of embodied cognition. Psychonomic Bulletin & Review, 9(4):625--636.Google Scholar
- Yeh, W., & Barsalou, L. W. 2006. The situated nature of concepts. The American journal of psychology, 119(3), 349--84.Google Scholar
Index Terms
- Impact of embodied interaction on learning processes: design and analysis of an educational application based on physical activity
Recommendations
A novel approach to interactive playgrounds: the interactive slide project
IDC '09: Proceedings of the 8th International Conference on Interaction Design and ChildrenThe incipient research on interactive playgrounds is a promising field that can enhance in many ways growth, health and education of children and youngsters. In this paper, we present a novel approach to interactive playgrounds by describing the ...
Participatory design for exertion interfaces for children
IDC '12: Proceedings of the 11th International Conference on Interaction Design and ChildrenWe propose an adaptation of Participatory Design (PD) specifically conceived for full-body interaction design addressing the specificities that this entails. The idea is to include the preferences and points of view of children in the process of ...
Lands of Fog: Helping Children with Autism in Social Interaction through a Full-Body Interactive Experience
IDC '16: Proceedings of the The 15th International Conference on Interaction Design and ChildrenAutism Spectrum Disorder is characterized by impaired social communication capacities which can prevent the formation of social relationships with peers. In recent years, potential programs for people with ASD have increasingly used Information and ...
Comments