How Metaphorical Instructions Influence Children's Motor Learning and Memory in Online Settings

Area of Science:

• Cognitive Psychology
• Motor Learning
• Educational Technology

Background:

• Metaphorical instructions are common in motor skill learning but their effect on children's memory is not well understood.
• Online learning environments offer new avenues for exploring instructional strategies for children.
• Understanding how language impacts motor skill acquisition in children is crucial for effective pedagogy.

Purpose of the Study:

• To investigate the impact of metaphor-based language on children's acquisition and recall of body posture-related motor skills.
• To compare the effectiveness of metaphorical versus explicit instructions in an online learning context for children aged 7-9.
• To assess the influence of instructional language on both free recall and recognition memory for motor skills.

Main Methods:

• Forty-eight children (7-9 years) were randomly assigned to receive either metaphorical or explicit verbal instructions.
• Participants learned 15 gymnastic postures presented via static images in an online environment.
• Learning was assessed using free recall (reproducing postures without cues) and recognition tasks.

Main Results:

• Children receiving metaphorical instructions recalled significantly more postures than those receiving explicit instructions.
• No significant difference in movement quality was observed between the groups.
• No group differences were found in recognition accuracy or discrimination sensitivity.

Conclusions:

• Metaphorical instructions enhance children's ability to retrieve self-generated motor representations, particularly when external cues are absent.
• The effectiveness of metaphorical instructions may be task-dependent, showing benefits for recall but not recognition.
• Metaphor-based strategies show promise for improving immediate motor memory in digital learning environments for children.