Learning Classic Mechanics with Embodied Cognition
Shih-Chieh Huang, Teachers College, Columbia University, United States ; Tanner Vea, John Black, Teacher College, Columbia University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-90-7 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
This paper describes a study on the teaching of classic mechanics as an abstract physics concept to elementary school students using embodied cognition. The embodiment is implemented through Novint Falcon, a 3-D force feedback joystick. Students were asked to learn classic mechanics by using the Novint Falcon to interact with a Flash simulation that incorporates direct-manipulation animation (DMA). It is believed that embodied cognition supported by multimodal representation is essential in helping students form a mental modal that can be used to learn classic mechanics. The goal of this study is to examine whether students can learn classic mechanics better with force feedback than without force feedback in the embodiment. We expect classic mechanics can be better learned with embodied cognition.
Huang, S.C., Vea, T. & Black, J. (2011). Learning Classic Mechanics with Embodied Cognition. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 209-215). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)
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Woonhee Sung, Jung-Hyun Ahn, Shi Ming Kai & John Black, Teachers College, Columbia University, United States
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 1065–1071
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