Icy Yunyi Zhang, Alice Xu, Ji Y Son, James W Stigler
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引用次数: 0
摘要
本文探讨了感官运动参与在学生学习具有挑战性的科学、技术、工程和数学相关概念中的作用。以往的研究未能区分通常与体现相关的两个特征:感觉运动参与和视觉空间具体性。在当前的研究中,我们提出了这样一个问题:感官运动参与--操作为观看双手操作纸张表征的视频--是否比同一过程的动态可视化的视觉空间具体性更有独特的益处。参与者被随机分配到三种学习 R 中 shuffle() 函数的条件之一:观看双手移动物体组,即观看有手的视频;观看移动物体组,即观看有动态可视化的视频,其中物体在没有手的情况下移动;或对照组,即观看不包含手或视觉空间表征的实时编码视频。结果显示,与观看移动物体组和对照组相比,只有观看双手移动物体组的参与者表现出明显的优势。这些发现凸显了感官运动参与对学习的独特益处,有助于加深对体现如何促进学习过程的理解。(PsycInfo Database Record (c) 2024 APA, 版权所有)。
Watching hands move enhances learning from concrete and dynamic visualizations.
This article explores the role of sensorimotor engagement in students' learning of a challenging science, technology, engineering, and math-related concept. Previous research has failed to distinguish two features commonly associated with embodiment: sensorimotor engagement and visuospatial concreteness. In the current research, we ask whether sensorimotor engagement-operationalized as watching a video of hands manipulating paper representations-offers unique benefits beyond the visuospatial concreteness of a dynamic visualization of the same process. Participants were randomly assigned to one of three conditions to learn about the shuffle() function in R: a Watch Hands Moving Objects group, which watched a video with hands; a Watch Moving Objects group, which watched a video with a dynamic visualization in which objects moved without hands; or a control group, which watched a live-coding video that did not include either hands or visuospatial representations. Results revealed that only participants in the Watch Hands Moving Objects group demonstrated significantly superior performance compared with both the Watch Moving Objects group and control groups. These findings highlight the unique benefit of sensorimotor engagement for learning, contributing to a deeper understanding of how embodiment can enhance the learning process. (PsycInfo Database Record (c) 2024 APA, all rights reserved).