Emboldened by Embodiment Six Precepts for Research on Embodied Learning and Mixed Reality
TL;DR: In this paper, the authors describe an emerging paradigm of educational research that pairs theories of embodied learning with a class of immersive technologies referred to as mixed reality (MR), where, for example, students can use their bodies to simulate an orbit around a virtual planet.
Abstract: The authors describe an emerging paradigm of educational research that pairs theories of embodied learning with a class of immersive technologies referred to as mixed reality (MR). MR environments merge the digital with the physical, where, for example, students can use their bodies to simulate an orbit around a virtual planet. Recent research supports the idea that body activity can be an important catalyst for generating learning, and new technologies are being developed that use natural human physicality and gesture as input. However, existing research on embodied learning technologies has been disparate, driven largely by specific technical innovations and constraints, and often lacking a clear focus on establishing their efficacy in educational contexts. On the basis of the unique characteristics of these technologies and on their own experiences conducting research in this area, the authors put forth six precepts for embodied learning technology researchers that pertain to the rationale, design, and...
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TL;DR: In this article, a systematic review of the literature on augmented reality (AR) used in educational settings is presented, considering factors such as publication year, learner type (e.g., K-12, higher education, and adult), technologies in AR, and the advantages and challenges of using AR in educational setting.
954 citations
TL;DR: Results of the study indicate that enacting concepts and experiencing critical ideas in physics through whole-body activity leads to significant learning gains, higher levels of engagement, and more positive attitudes towards science.
Abstract: Computer simulations have been shown to be effective instruments for teaching students about difficult concepts, particularly in the STEM disciplines. Emerging interface technologies are expanding the modalities with which learners can interact with these simulations, but the effects of these new interactions on conceptual understanding and student engagement have not been examined in great depth. We present here a study where middle school students learned about gravity and planetary motion in an immersive, whole-body interactive simulation, and we compared their learning and attitudes about science with students who used a desktop version of the same simulation. Results of the study indicate that enacting concepts and experiencing critical ideas in physics through whole-body activity leads to significant learning gains, higher levels of engagement, and more positive attitudes towards science. Mixed reality technologies allow for embodied interaction with science content.Whole-body interaction enhances learning of physics concepts.Compared to traditional simulations, embodied interaction leads to higher engagement.Whole-body interaction with simulations increases positive attitudes toward science.
306 citations
TL;DR: The physical experience, a brief exposure to forces associated with angular momentum, significantly improved quiz scores and was explained by activation of sensorimotor brain regions when students later reasoned about angular momentum.
Abstract: Three laboratory experiments involving students' behavior and brain imaging and one randomized field experiment in a college physics class explored the importance of physical experience in science learning. We reasoned that students' understanding of science concepts such as torque and angular momentum is aided by activation of sensorimotor brain systems that add kinetic detail and meaning to students' thinking. We tested whether physical experience with angular momentum increases involvement of sensorimotor brain systems during students' subsequent reasoning and whether this involvement aids their understanding. The physical experience, a brief exposure to forces associated with angular momentum, significantly improved quiz scores. Moreover, improved performance was explained by activation of sensorimotor brain regions when students later reasoned about angular momentum. This finding specifies a mechanism underlying the value of physical experience in science education and leads the way for classroom practices in which experience with the physical world is an integral part of learning.
173 citations
01 Jan 2018
TL;DR: The primary focus of this article is on the embodiment afforded by gesture in 3D for learning, and the new generation of hand controllers induces embodiment and agency via meaningful and congruent movements with the content to be learned.
Abstract: This article explores relevant applications of educational theory for the design of immersive virtual reality (VR). Two unique attributes associated with VR position the technology to positively affect education: 1) the sensation of presence, and 2) the embodied affordances of gesture and manipulation in the 3rd dimension. These are referred to as the two profound affordances of VR. The primary focus of this article is on the embodiment afforded by gesture and 3D for learning. The new generation of hand controllers induces embodiment and agency via meaningful and congruent movements with the content to be learned. Several examples of gesture-rich lessons are presented. The final section includes an extensive set of design principles for immersive VR in education, and finishes with the Necessary Nine which are hypothesized to optimize the pedagogy within a lesson.
164 citations
Cites background from "Emboldened by Embodiment Six Precep..."
...Some principles for designing embodied education into MR platforms have been suggested (Lindgren and Johnson-Glenberg, 2013), and AR design principles have been proposed (Dunleavy, 2014); however, there are no design guidelines for VR that are based on embodiment....
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...Virtual and mixed reality environments afford the opportunity to present designed opportunities for embodied interactions that elicit congruent actions and allow learners opportunities to reflect on embodied representations of their ideas (Lindgren and Johnson-Glenberg, 2013)....
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TL;DR: The authors argued that perceptual and interactive richness may provide opportunities for alleviating cognitive load, and that transfer of learning is not reliant on decontextualized knowledge but may draw on previous sensorimotor experiences of the kind afforded by perceptual or interactive richness of manipulatives.
Abstract: Recent literature on learning with instructional manipulatives seems to call for a moderate view on the effects of perceptual and interactive richness of instructional manipulatives on learning. This “moderate view” holds that manipulatives’ perceptual and interactive richness may compromise learning in two ways: (1) by imposing a very high cognitive load on the learner, and (2) by hindering drawing of symbolic inferences that are supposed to play a key role in transfer (i.e., application of knowledge to new situations in the absence of instructional manipulatives). This paper presents a contrasting view. Drawing on recent insights from Embedded Embodied perspectives on cognition, it is argued that (1) perceptual and interactive richness may provide opportunities for alleviating cognitive load (Embedded Cognition), and (2) transfer of learning is not reliant on decontextualized knowledge but may draw on previous sensorimotor experiences of the kind afforded by perceptual and interactive richness of manipulatives (Embodied Cognition). By negotiating the Embedded Embodied Cognition view with the moderate view, implications for research are derived.
152 citations
References
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TL;DR: Lakoff and Johnson as discussed by the authors present a very attractive book for linguists to read, which is written in a direct and accessible style; while it introduces and uses a number of new terms, for the most part it is free of jargon.
Abstract: Every linguist dreams of the day when the intricate variety of human language will be a commonplace, widely understood in our own and other cultures; when we can unlock the secrets of human thought and communication; when people will stop asking us how many languages we speak. This day has not yet arrived; but the present book brings it somewhat closer. It is, to begin with, a very attractive book. The publishers deserve a vote of thanks for the care that is apparent in the physical layout, typography, binding, and especially the price. Such dedication to scholarly publication at prices which scholars can afford is meritorious indeed. We may hope that the commercial success of the book will stimulate them and others to similar efforts. It is also a very enjoyable and intellectually stimulating book which raises, and occasionally answers, a number of important linguistic questions. It is written in a direct and accessible style; while it introduces and uses a number of new terms, for the most part it is free of jargon. This is no doubt part of its appeal to nonlinguists, though linguists should also find it useful and provocative. It even has possibilities as a textbook. Lakoff and Johnson state their aims and claims forthrightly at the outset (p. 3):
7,812 citations
Additional excerpts
...…psychology (Barsalou, 2008; Glenberg, 2010), social psychology (Niedenthal, Barsalou, Winkielman, Krauth-Gruber, & Ric, 2005), linguistics (Lakoff & Johnson, 1980), mathematics (Lakoff & Nunez, 2000), gesture (Goldin-Meadow, 2009; Hostetter & Alibali, 2008), and performing arts, such as…...
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Journal Article•
TL;DR: Paul Milgram's research interests include display and control issues in telerobotics and virtual environments, stereoscopic video and computer graphics, cognitive engineering, and human factors issues in medicine.
Abstract: Paul Milgram received the BASc degree from the University of Toronto in 1970, the MSEE degree from the Technion (Israel) in 1973 and the PhD degree from the University of Toronto in 1980 From 1980 to 1982 he was a ZWO Visiting Scientist and a NATO Postdoctoral in the Netherlands, researching automobile driving behaviour From 1982 to 1984 he was a Senior Research Engineer in Human Engineering at the National Aerospace Laboratory (NLR) in Amsterdam, where his work involved the modelling of aircraft flight crew activity, advanced display concepts and control loops with human operators in space teleoperation Since 1986 he has worked at the Industrial Engineering Department of the University of Toronto, where he is currently an Associate Professor and Coordinator of the Human Factors Engineering group He is also cross appointed to the Department of Psychology In 1993-94 he was an invited researcher at the ATR Communication Systems Research Laboratories, in Kyoto, Japan His research interests include display and control issues in telerobotics and virtual environments, stereoscopic video and computer graphics, cognitive engineering, and human factors issues in medicine He is also President of Translucent Technologies, a company which produces "Plato" liquid crystal visual occlusion spectacles (of which he is the inventor), for visual and psychomotor research
4,092 citations
"Emboldened by Embodiment Six Precep..." refers background in this paper
...One such category of new technologies, termed mixed reality (MR), involves the “merging of real and virtual worlds” (Milgram & Kishino, 1994)....
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...Moher, T. (2006). Embedded phenomena: Supporting science learning with classroom-sized distributed simulations....
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...Mixed reality is a term first employed by Milgram and Kishino (1994) to describe the space in between entirely virtual environments and entirely real-world environments....
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TL;DR: The sixth claim has received the least attention in the literature on embodied cognition, but it may in fact be the best documented and most powerful of the six claims.
Abstract: The emerging viewpoint of embodied cognition holds that cognitive processes are deeply rooted in the body’s interactions with the world. This position actually houses a number of distinct claims, some of which are more controversial than others. This paper distinguishes and evaluates the following six claims: (1) cognition is situated; (2) cognition is time-pressured; (3) we off-load cognitive work onto the environment; (4) the environment is part of the cognitive system; (5) cognition is for action; (6) offline cognition is body based. Of these, the first three and the fifth appear to be at least partially true, and their usefulness is best evaluated in terms of the range of their applicability. The fourth claim, I argue, is deeply problematic. The sixth claim has received the least attention in the literature on embodied cognition, but it may in fact be the best documented and most powerful of the six claims.
3,387 citations
"Emboldened by Embodiment Six Precep..." refers background in this paper
...Human cognition is deeply rooted in the body’s interactions with its physical environment (Gallagher, 2005; Wilson, 2002)....
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Book•
01 Jan 2005
TL;DR: In this article, the authors investigate the origins of the notion of EMBODIMENT and explore the connections between physics, philosophy, and pathology, focusing on pseudoscience.
Abstract: PART I: SCIENTIFIC AND PHENOMENOLOGICAL INVESTIGATIONS OF EMBODIMENT PART II: EXCURSIONS IN PHILOSOPHY AND PATHOLOGY
2,557 citations
"Emboldened by Embodiment Six Precep..." refers background in this paper
...In the SMALLab simulation of an inclined plane, for example, force vectors are displayed on top of the digital objects that allow learners to translate their physical actions—moving the wand to push the object up the plane—into a more formal understanding of the mechanics and vectors involved in performing work with force across a distance (Johnson-Glenberg, Koziupa, Birchfield, & Li (2011). In general, we agree with de Jong, Linn, and Zacharia (2013) that combining digital technologies with physical interactions “[allows] students to explore unobservable phenomena; link observable and unobservable phenomena; point out salient information; enable learners to conduct multiple experiments in a short amount of time; and provide online, adaptive guidance” (p....
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...Human cognition is deeply rooted in the body’s interactions with its physical environment (Gallagher, 2005; Wilson, 2002)....
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01 Jan 1991
2,031 citations