Embodied learning: introducing a taxonomy based on bodily engagement and task integration.
Embodied learning: introducing a taxonomy based on bodily engagement and task integration.
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DOI：
10.1186/s41235-018-0092-9
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Rey GD
中科院分区：
文献类型：
--
作者：
Skulmowski A;Rey GD
学习和教育研究越来越受到具身认知理论的影响。已经对几种基于实施例的干预措施进行了实证研究，包括手势、交互式数字媒体和一般的身体活动。本综述旨在介绍具身认知最重要的理论基础及其在教育研究中的应用。此外，我们批判性地回顾了最近有关具身干预有效性的研究，并开发了一种分类法，以更正确地描述具身认知研究的特征。该分类法的主要维度是身体参与度（即涉及多少身体活动）和任务整合（即身体活动是否以有意义的方式与学习任务相关）。通过在该分类法产生的 2 × 2 网格上定位研究并评估相应的学习成果，我们确定了实体学习研究的机会、问题和挑战。
Research on learning and education is increasingly influenced by theories of embodied cognition. Several embodiment-based interventions have been empirically investigated, including gesturing, interactive digital media, and bodily activity in general. This review aims to present the most important theoretical foundations of embodied cognition and their application to educational research. Furthermore, we critically review recent research concerning the effectiveness of embodiment interventions and develop a taxonomy to more properly characterize research on embodied cognition. The main dimensions of this taxonomy are bodily engagement (i.e. how much bodily activity is involved) and task integration (i.e. whether bodily activities are related to a learning task in a meaningful way or not). By locating studies on the 2 × 2 grid resulting from this taxonomy and assessing the corresponding learning outcomes, we identify opportunities, problems, and challenges of research on embodied learning.
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DOI：
10.1186/s41235-016-0032-5
发表时间：
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期刊：
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影响因子：
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