Learning of Abstract Concepts through Full-Body Interaction: A Systematic Review

Autor/inn/en	Malinverni, Laura; Pares, Narcis
Titel	Learning of Abstract Concepts through Full-Body Interaction: A Systematic Review
Quelle	In: Educational Technology & Society, 17 (2014) 4, S.100-116 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Human Body; Technology Uses in Education; Interaction; Experiential Learning; Cognitive Processes; Schemata (Cognition); Perceptual Motor Learning; Physiology; Developmental Psychology; Cognitive Science; Semantics; Outcomes of Education; Educational Improvement; Design; Achievement Gains; Concept Mapping; Literature Reviews + Suchen Sie Ihr Suchwort? Menschlicher Körper; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Interaktion; Experiental learning; Erfahrungsorientiertes Lernen; Cognitive process; Kognitiver Prozess; Cognition; Schema; Kognition; Perceptual-motor learning; Sensumotorisches Lernen; Wahrnehmungsschulung; Physiologie; Entwicklungspsychologie; Kognitionswissenschaft; Semantik; Lernleistung; Schulerfolg; Teaching improvement; Unterrichtsentwicklung; Achievement gain; Leistungssteigerung; Concept Map
Abstract	Over the past ten years several learning environments based on novel interaction modalities have been developed. Within this field, Full-body Interaction Learning Environments open promising possibilities given their capacity to involve the users at different levels, such as sensorimotor experience, cognitive aspects and affective factors. However, Full-body Interaction is still a young field and research on design and assessment methods offers a fragmented panorama from which it is not possible to derive clear research solutions. Starting from this necessity, we present a systematic review of educational applications developed as Full-body Interaction and the results of their empirical evaluation. Our analysis offers instruments to systematize the multiple aspects involved in the design and assessment of Full-body Interaction Learning Environments and provides guidelines for novel research paths. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10