Types of Embodiment and Their Effects on Science Learning for Children

• In Event: Marriott Roundtable Session 16
  In Roundtable Session: Emotions, Embodiment, and Innovative Learning Technologies

Abstract

The purpose of this study was to explore the different types of embodiment and their effects on children’s learning in science. Participants were elementary school students from urban public schools attending a robotics after-school program. Three types of embodiment were examined in this study: Direct Embodiment (DE), Surrogate Embodiment (SE), and Direct and Surrogate Embodiments combined (DSE). A control group was also added to this study where participants received no embodiment. Students in all three embodiment groups outperformed students in the control group while the Direct and Surrogate Embodiment (DSE) group performed the best. The findings suggest that increasing students’ embodied experience can enhance children’s understanding in science as compared to children with limited or without the embodied experience.

Authors

• Carol M. Lu, Teachers College, Columbia University

• Laura M. Lu, Teachers College, Columbia University

• John B. Black, Teachers College, Columbia University