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|Title:||Reactivation of Multimodal Representations and Perceptual Simulations for Meaningful Learning: A Comparison of Direct Embodiment, Surrogate Embodiment, and Imagined Embodiment|
|Authors:||Khan, Saadia A.|
Black, John B.
|Publisher:||Boulder, CO: International Society of the Learning Sciences|
|Citation:||Khan, S. A. & Black, J. B. (2014). Reactivation of Multimodal Representations and Perceptual Simulations for Meaningful Learning: A Comparison of Direct Embodiment, Surrogate Embodiment, and Imagined Embodiment. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 1. Colorado, CO: International Society of the Learning Sciences, pp. 230-237.|
|Abstract:||Embodiment has been found to enhance learning and motivation. It is proposed that during embodied experiences, learners reactivate multimodal representations of previously stored memories related to objects and events, and the mental perceptual simulations learners construct during embodiment enhance their learning and motivation. This paper presents the findings of a study that investigated the effects of different types of embodiment on the learning and motivation of adult learners. The study compared four groups, Direct Embodiment, Surrogate Embodiment, Imagined Embodiment, and No Embodiment (control). The findings suggest that learners learn better and have higher motivation when they engage in embodied learning than when they experience no embodiment, and that role-playing as avatars in virtual environments and role-playing physically both enhance learning and motivation more than imagining actions and reading. The findings suggest that role-play can make learning more meaningful.|
|Appears in Collections:||ICLS2014|
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