Johnson-Glenberg Mina C, Megowan-Romanowicz Colleen, Birchfield David A, Savio-Ramos Caroline
Department of Psychology, Arizona State University, TempeAZ, USA; Behavioural Sciences Institute, Radboud UniversityNijmegen, Netherlands.
American Modeling Teachers Association, Sacramento CA, USA.
Front Psychol. 2016 Nov 25;7:1819. doi: 10.3389/fpsyg.2016.01819. eCollection 2016.
Embodiment theory proposes that knowledge is grounded in sensorimotor systems, and that learning can be facilitated to the extent that lessons can be mapped to these systems. This study with 109 college-age participants addresses two overarching questions: (a) how are immediate and delayed learning gains affected by the degree to which a lesson is embodied, and (b) how do the affordances of three different educational platforms affect immediate and delayed learning? Six 50 min-long lessons on centripetal force were created. The first factor was the degree of embodiment with two levels: (1) low and (2) high. The second factor was platform with three levels: (1) a large scale "mixed reality" immersive environment containing both digital and hands-on components called , (2) an interactive whiteboard system, and (3) a mouse-driven desktop computer. Pre-tests, post-tests, and 1-week follow-up (retention or delayed learning gains) tests were administered resulting in a 2 × 3 × 3 design. Two knowledge subtests were analyzed, one that relied on more declarative knowledge and one that relied on more generative knowledge, e.g., hand-drawing vectors. Regardless of condition, participants made significant immediate learning gains from pre-test to post-test. There were no significant main effects or interactions due to platform or embodiment on immediate learning. However, from post-test to follow-up the level of embodiment interacted significantly with time, such that participants in the high embodiment conditions performed better on the subtest devoted to generative knowledge questions. We posit that better retention of certain types of knowledge can be seen over time when more embodiment is present during the encoding phase. This sort of retention may not appear on more traditional factual/declarative tests. Educational technology designers should consider using more sensorimotor feedback and gestural congruency when designing and opportunities for instructor professional development need to be provided as well.
具身认知理论认为，知识基于感觉运动系统，并且只要课程能够映射到这些系统，学习就能得到促进。这项针对109名大学生的研究探讨了两个首要问题：（a）课程的具身化程度如何影响即时和延迟学习效果，以及（b）三种不同教育平台的特性如何影响即时和延迟学习？研究创建了六个关于向心力的50分钟课程。第一个因素是具身化程度，分为两个水平：（1）低和（2）高。第二个因素是平台，分为三个水平：（1）一个包含数字和实践组件的大规模“混合现实”沉浸式环境，称为 ，（2）一个交互式白板系统，以及（3）一个鼠标驱动的台式计算机。进行了前测、后测和为期1周的随访（留存率或延迟学习效果）测试，形成了一个2×3×3的设计。分析了两个知识子测试，一个更多依赖陈述性知识，另一个更多依赖生成性知识，例如手绘矢量。无论条件如何，参与者从前测到后测都取得了显著的即时学习效果。在即时学习方面，平台或具身化程度没有显著的主效应或交互作用。然而，从后测到随访，具身化水平与时间存在显著交互作用，即在高具身化条件下的参与者在关于生成性知识问题的子测试中表现更好。我们认为，当在编码阶段存在更多具身化时，随着时间推移可以看到某些类型的知识留存得更好。这种留存效果可能不会出现在更传统的事实性/陈述性测试中。教育技术设计师在设计时应考虑使用更多的感觉运动反馈和手势一致性，同时也需要为教师提供专业发展机会。
