Playing with the sound maker: do embodied metaphors help children learn?
Playing with the sound maker: do embodied metaphors help children learn?
复制标题
与发声器玩耍：具身隐喻有助于孩子学习吗？
DOI：
--
复制
发表时间：
2008
期刊：
影响因子：
--
通讯作者：
Greg J. Corness
中科院分区：
文献类型：
--
作者：
A. Antle;Milena Droumeva;Greg J. Corness
在本文中，我们介绍了一项比较研究的结果，该研究探讨了使用具身互动来帮助7至10岁的儿童学习与音乐声音相关的抽象概念的潜在好处。40名儿童学习使用互动声音制作环境创建音乐声音序列。一半的孩子使用了一个系统版本，在映射层中实例化了一个基于身体的隐喻，将身体运动与输出声音联系起来。其余的子节点使用相同环境的一个版本，但没有在映射层实例化隐喻。总体而言，儿童在基于具身隐喻的系统版本中能够更准确地演示声音序列。然而，我们观察到儿童经常使用空间隐喻而不是基于身体的隐喻，并且映射必须易于发现并且具有隐喻性才能提供益处。
In this paper we present the results of a comparative study that explores the potential benefits of using embodied interaction to help children, aged 7 to 10, learn abstract concepts related to musical sounds. Forty children learned to create musical sound sequences using an interactive sound making environment. Half the children used a version of the system that instantiated a body-based metaphor in the mapping layer connecting body movements to output sounds. The remaining children used a version of the same environment that did not instantiate a metaphor in the mapping layer. In general, children were able to more accurately demonstrate sound sequences in the embodied metaphor based system version. However, we observed that children often resorted to spatial rather than body-based metaphors and that the mapping must be easily discoverable as well as metaphorical to provide benefit.