观察手的移动可以增强从具体和动态可视化学习
Icy Yunyi Zhang1, Alice Xu1, Ji Y Son2
1Department of Psychology, University of California, Los Angeles.
Journal of experimental psychology. General
|August 8, 2024
概括
看着手操纵物体可以增强学习复杂的STEM概念. 感官运动参与,不像仅仅是可视化,为学生提供独特的教育效益.
科学领域:
- 认知科学 认知科学
- 教育心理学教育心理学
- 计算机科学教育计算机科学教育
背景情况:
- 嵌入式认知理论表明,身体互动有助于学习.
- 之前的研究将感觉运动参与与视觉空间具体性结合起来.
- 感官运动参与对学习的具体贡献仍然不清楚.
研究的目的:
- 研究感官运动参与学习STEM概念的独特好处.
- 为了区分观看手操纵对象与动态可视化的效果.
- 评估感觉运动参与是否提供超越视觉空间具体性的优势.
主要方法:
- 参与者在三个条件下学习了R shuffle () 函数:观看手操纵物体,观看物体在没有手的情况下移动,或控制 (实时编码).
- 学习成果是通过对概念相关任务的表现来衡量的.
- 随机分配确保了条件之间的公正比较.
主要成果:
- 只有观察手操纵物体的小组,表现显著改善.
- 这组的表现优于动态可视化组和对照组.
- 感官运动参与表明了独特的学习优势.
结论:
- 感官运动参与,特别是观察手与表象相互作用,独特地增强了学习.
- 支持体现式学习原则,强调物理交互线索的重要性.
- 教育策略应该考虑将复杂的STEM主题纳入感觉运动元素.
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