Does Touching Real Objects Affect Learning?

Autor/inn/en	Novak, Magdalena; Schwan, Stephan
Titel	Does Touching Real Objects Affect Learning?
Quelle	In: Educational Psychology Review, 33 (2021) 2, S.637-665 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Novak, Magdalena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-020-09551-z
Schlagwörter	Multimedia Instruction; Manipulative Materials; Object Manipulation; Multisensory Learning; Tactual Perception; Visual Perception; Recall (Psychology); Exhibits + Suchen Sie Ihr Suchwort? Multimediales Lernen; Hilfsmittel; Sensorische Stimulation; Taktile Wahrnehmung; Visuelle Wahrnehmung; Abberufung
Abstract	Based on theories of multimedia learning, the present study investigated whether the haptic sense serves as an additional channel to enhance the learning experience and learning outcomes. We therefore set up an experimental exhibition with two showrooms. In the first showroom, the sensory access of the participants to the exhibition objects was systematically varied in a 2 × 2 design with the between-subjects factors vision and haptics. While one group of participants could touch and see the objects, others could either only see or only touch them. The fourth group of participants found a showroom without objects. To address the auditory access, all participants were provided with information about each object via an audio guide. In the second showroom, further information was presented using posters. This showroom was the same for every participant. We aimed to investigate whether the haptic experience in the first showroom served as a motivator to engage further with the topic. The participants filled out questionnaires before visiting the first showroom, after visiting the first showroom, and after visiting the second showroom. To investigate the differences between the experimental groups on different outcomes, a memory test, a knowledge test, and various motivational-affective scales were used. The long-term effects of the information presentation were measured after 3 weeks. We found an advantage for recalling the objects and a heightened negative affect due to the haptic experience. Implications and further directions for this research will be discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01