An Embodied Cyberlearning Platform for Gestural Interaction with Cross-Cutting Science Concepts

Autor/inn/en	Lindgren, Robb; Morphew, Jason; Kang, Jina; Junokas, Michael
Titel	An Embodied Cyberlearning Platform for Gestural Interaction with Cross-Cutting Science Concepts
Quelle	In: Mind, Brain, and Education, 13 (2019) 1, S.53-61 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lindgren, Robb)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12191
Schlagwörter	Neurosciences; Schemata (Cognition); Sensory Integration; Nonverbal Communication; STEM Education; Computer Assisted Instruction; Intervention; Motion; Information Technology; Computer Simulation; Instructional Design; Teaching Methods; Human Body; Scientific Concepts; Computer Software + Suchen Sie Ihr Suchwort? Neuroscience; Neurowissenschaften; Neurowissenschaft; Cognition; Schema; Kognition; Sensorische Integration; Non-verbal communication; Nonverbale Kommunikation; STEM; Computer based training; Computerunterstützter Unterricht; Bewegungsablauf; Informationstechnologie; Computergrafik; Computersimulation; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Menschlicher Körper
Abstract	Research from brain science and the learning sciences support the notion that human cognition is grounded in our sensorimotor engagement with the physical world and that processes of learning can be shaped by our movements and actions. Increasing recognition that effective educational interventions can be seeded with embodied actions is paralleled by recent and rapid advances in sensing and motion capture technologies. These advances allow for a new wave of cyberlearning environments that permit learners to use their bodies to create and manipulate digital representations of core ideas in a variety of learning domains. Drawing on the research literature on embodied cognition and design principles for creating effective embodied educational simulations, we present the design of a cyberlearning platform called ELASTIC3S. We describe the design rationale and preliminary data from a small empirical study of the ELASTIC3S platform that address the potential for enhancing science, technology, engineering, and mathematics (STEM) learning and engagement through embodied interaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01