Embodied play to learn: Exploring <scp>K</scp>inect‐facilitated memory performance

Chao, Kuo-Jen; Huang, Huiwen; Fang, Wei-Chieh; Chen, Nian-Shing

doi:10.1111/bjet.12018

Cited by 74 publications

(39 citation statements)

References 17 publications

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“…Manches et al, 2010), while others suggest that bodily action used to control digital effects may reduce cognitive load so that users have more attention to invest in the activity (e.g. Antle et al, 2011) or consolidate mental representations through multi-sensory encoding (Chao et al, 2013).…”

Section: Background Whole Body Interaction Systemsmentioning

confidence: 99%

Exploring Whole-Body Interaction and Design for Museums

Price¹,

Sakr

Jewitt³

2015

Interact. Comput.

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Museums increasingly use digital technology to enhance exhibition experiences for families, notably in relation to physically mediated installations for young children through Natural User Interfaces. Yet little is known about how families and children engage with such installations and the kinds of interactive experiences they engender in museum spaces. This paper addresses a pressing need for research to adopt an analytical focus on the body during such digitally mediated interactions in order to understand how such bodily interaction contributes to meaning making in the museum context. It reports an observation study of families and children interacting with an interactive Kinect-based installation in a museum exhibit on rareChinese paintings. The study shows how the installation design engenders particular forms of bodily interaction, collaboration and meaning making. It also contributes design insights into whole body interaction installations in museums and public spaces. Author KeywordsHuman computer interaction, Natural User Interface, Whole-body Interaction, User studies, Children, Interactive learning environments, Novel interaction devices Research Highlights Examining the design of Whole Body Interaction (WBI) for museum engagement  Observation study of families and children engaged in WBI in a art based museum installation  Making meaning through bodily engagement eliciting cause and effect relationships  Different forms of collaborative interaction through physically mediated communication  Contributes empirically grounded design insights to inform the use and design of WBI exhibits in museums

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Section: Background Whole Body Interaction Systemsmentioning

confidence: 99%

Exploring Whole-Body Interaction and Design for Museums

Price¹,

Sakr

Jewitt³

2015

Interact. Comput.

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“…Thus, such environments have been recognized to provide learners with an embodied learning experience (Schubert et al 1999). In contrast to controlling an avatar via a mouse or a keyboard (like SL and MMORPGs), gesture-based technologies (like Play Station Move and MS Kinect) that mainly involve gestures, or body motion, have also been widely used to support the physical effects on learning (Chao et al 2013;Chang et al 2013;Hung et al 2014). However, the abovementioned embodied motion and the interaction obtained in a virtual environment (VE) are accomplished not via the learners' physical bodies, but their avatars.…”

Section: Introductionmentioning

confidence: 99%

Embodied cognition and language learning in virtual environments

Chen

et al. 2015

Education Tech Research Dev

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“…Chao et al (2013) utilized the Microsoft Kinect sensor to help learners memorize English phrases and the result indicated a positive improvement in memory retrieval. Chang et al (2013) designed eight gestures of multimedia presentation to help learners memorize the taxonomy of Gardner's theory of multiple intelligences (Gardner 1983), and the result showed a positive improvement on retention performance.…”

Section: Introductionmentioning

confidence: 99%

Communicating through body: a situated embodiment-based strategy with flag semaphore for procedural knowledge construction

Hung

Hsu

Chen

et al. 2015

Education Tech Research Dev

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Situated learning suggests that knowledge is grounded in and influenced by the learning context, the activity, and the culture. Thus, learning in such situated learning contexts can improve learners' learning performance. Based on embodied cognition and situated learning, this study proposes a situated embodiment-based strategy to help learners learn flag semaphore through real signaling practices with their body movements in a richly perceived learning context. With the support of natural user interface technologies and educational robots, the situated embodiment-based strategy provides a realistic learning context via learners' body movements to help learners easily construct procedural knowledge. In order to evaluate the effects of the situated embodiment-based strategy, a flag semaphore learning activity was designed and a quasi-experiment was conducted with 60 participants. Three variables were assessed, namely practical signaling performance, attention, and cognitive load. The results showed that the situated embodiment-based learning group had significantly higher practical signaling performance and attention, and significantly lower extrinsic cognitive load than the embodiment-based learning group. The findings suggest that the situated embodiment-based learning strategy is an effective design that can improve the procedural knowledge construction and enhance the attention level with the lower extrinsic cognitive load in a learning process.

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Embodied play to learn: Exploring Kinect‐facilitated memory performance

Cited by 74 publications

References 17 publications

Exploring Whole-Body Interaction and Design for Museums

Exploring Whole-Body Interaction and Design for Museums

Embodied cognition and language learning in virtual environments

Communicating through body: a situated embodiment-based strategy with flag semaphore for procedural knowledge construction

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