Abstract

Over the last decades more and more research has analysed relatively new or rediscovered teaching–learning concepts like blended, hybrid, multi-sensory or technologically enhanced learning. This increased interest in these educational forms can be explained by new exciting discoveries in brain research and cognitive psychology, as well as by the accelerated integration of technology (computers, intranets, internet, etc.) in education. We have investigated how the educationally valuable outcomes of these trends could be implemented in computer-programming education and in what ways this process could be catalysed by arts (dance, music, rhythm, theatrical role-playing). We present a theoretical basis for technologically and artistically enhanced multi-sensory teaching–learning strategies. This work focuses particularly on how dance can be involved in computer science classes.

Citation

Katai, Z. & Toth, L. (2010). Technologically and artistically enhanced multi-sensory computer-programming education. Teaching and Teacher Education: An International Journal of Research and Studies, 26(2), 244-251. Elsevier Ltd. Retrieved August 10, 2024 from https://www.learntechlib.org/p/76118/.

Keywords

• Art Education
• Arts in science education
• Brain
• Cognitive Psychology
• computer programming
• computer science education
• Computer Software
• Dance
• Educational Strategies
• educational technology
• Educational Theories
• instructional design
• Interdisciplinary Approach
• Learning Modalities
• learning strategies
• Multi-sensory learning
• multimedia
• Multimedia Materials
• programming
• teaching methods
• Teaching–learning method