Embodied Ideas of Scale: Learning and Engagement With a Whole-Body Science Simulation

• In Event: Embodiment and Spatialization: Leveraging the Affordances of Learning Technologies

Abstract

Students struggle with reasoning about scientific concepts that exhibit non-linear change, failing to differentiate between linear and non-linear processes. We approach this challenge from an embodied cognition perspective, which suggests that learning can be facilitated when specific body actions align with target concepts. This study reports on the efficacy of an embodied simulation designed to promote reasoning and increase student engagement with the concept of non-linear growth with respect to earthquakes and the Richter Scale. Thirty-five undergraduate students learned about this topic using either an embodied earthquake simulation or using video clips and textbook readings. Results show that students using the embodied simulation demonstrated greater learning gains and engagement. Implications for the learning technology design and instruction are discussed.

Authors

• Jason W Morphew, University of Illinois at Urbana-Champaign

• Robb Lindgren, University of Illinois at Urbana-Champaign

• Sahar Alameh, University of Illinois at Urbana - Champaign