Abstract

As information and communication technology continues to evolve, body sensory technologies, like the Microsoft Kinect, provide learning designers new approaches to facilitating learning in an innovative way. With the advent of body sensory technology like the Kinect, it is important to use motor activities for learning in good and effective ways. In this article, we aim to examine both empirical illustrations and theoretical underpinnings for the gesture-based or motor-based learning enabled by the body sensory technology. We review and distill salient concepts and ideas from the existing theoretical and empirical literature related to body-movement- and gesture-based learning, and propose a "motorpsycho" learning approach. In our discussion, the word/affix "motor" is synonym to gestures and body movements, and "psycho" is synonym to cognitive activities. We explore the important role that motors play in psychological activities, especially in cognitive learning. We argue that motors can facilitate psychological activities in learning by enhancing information processing, encoding, representing, and communicating. We also call for more empirical studies on technology-enhanced and gesture-based learning to design, practice, and examine the motorpsycho learning approach.

Citation

Xu, X. & Ke, F. (2014). From Psychomotor to "Motorpsycho": Learning through Gestures with Body Sensory Technologies. Educational Technology Research and Development, 62(6), 711-741. Retrieved December 3, 2020 from https://www.learntechlib.org/p/153774/.

This record was imported from ERIC on November 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

• Cognitive Processes
• educational technology
• Human Body
• learning strategies
• Motion
• Nonverbal Communication
• Perceptual Motor Learning
• Psychomotor Skills
• Sensory Experience