Embodied Cognition and Computer Science Learning for Multilingual Elementary Students (Poster 5)

• In Event: Integrating Computational Thinking in K-12: Strategies for Elementary Education and Teacher Development

Abstract

Objectives: AI technologies too often foster disembodied learning environments, where learning is disengaged from the sensory world. Recently, cognitive theorists have proposed the theory of embodied cognition (EC), namely, that cognition is inherently linked to the body, with perception and action playing crucial roles in shaping the mind (Kosmas & Zaphiris, 2018). Research indicates that EC can enhance understanding of abstract concepts and improve retention through sensorimotor experiences (Chang et al., 2013). This paper explores how EC strategies used in elementary computer science (CS) classrooms can improve cognitive and affective outcomes for multilingual students.
Background: Research on EC in CS education has demonstrated promising results. Studies show unplugged activities improve understanding of computational concepts (Brackman et al., 2017), while visualizations enhance comprehension of algorithms (Hundhausen et al., 2002). Tangible programming interfaces facilitate learning for novice programmers, making computational concepts more concrete and accessible (Horn, 2009). In particular, research has shown that embodied learning approaches in CS education improve CT and language outcomes for multilingual learners (Hsu e al., 2021).
Methods & Data Sources: The study examines how EC takes place in five upper elementary classrooms in a large urban district with among the highest percentages of low-income, Latine, and multilingual learners in the nation. Participants include 5 teachers and 149 students engaged in a year-long computational thinking curriculum. Data collected included field notes, audio recording of classroom observations, teacher interviews, student Scratch projects, and an adapted computer science attitude survey. Qualitative data (i.e., field notes, transcripts of observations, and teacher interviews) were coded using an inductive approach (Hsieh & Shannon, 2005).Two researchers coded 25% of the excerpts and then met to discuss and consolidate codes, establishing thematic categories to describe the data as they pertained to the research questions. ANCOVA analysis was used to measure the difference in students’ Scratch project scores by classroom, while factor analysis with Wilcoxon tests was used for survey responses.
Results: Findings indicated that teachers used a variety of embodied learning strategies to meet the needs of their culturally and linguistically diverse students. Analysis of classroom observation and field notes indicated a universe of pedagogical strategies used to foster embodied learning in diverse elementary CS classrooms. These strategies included integrating physical gestures, movement-based activities, and interactive technologies to enhance student engagement and understanding. Preliminary findings also suggested that the students of teachers who used a greater frequency of EC strategies developed stronger CT skills and CS identities.
Scholarly Significance: Using EC in elementary classrooms integrates physical learning approaches with cognitive processes, fostering more holistic and engaging learning environments. For multilingual students, EC's approach is particularly beneficial as it links language learning with physical movements and sensory experiences, making abstract concepts more concrete and accessible. This method can reduce the cognitive load on multilingual students, helping these students recall words and concepts more easily. Overall, the use of EC in elementary classrooms not only makes CS content more accessible to multilingual learners but also nurtures their interests and budding CS identities.

Authors

• Sharin R. Jacob, Digital Promise Global

• Yenda Prado, Digital Promise

• Jonathan L. Montoya, Saint Mary's College (CA)

• Mark Warschauer, University of California - Irvine