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Embodied cognition implies that perceptually grounded experience enhances problem solving skills when appropriately applied to educational contexts. The present study examines how two types of cognitive embodiment – Physical Embodiment (PE) and Imagined Embodiment (IE) – differentially influences children’s spatial problem solving using a programmable toy. The data collected from a first grade robotics afterschool program revealed no significant group difference on the success scores. However, the PE group showed better error articulation scores than the IE group. In addition, error articulation scores were positively correlated with the success scores. We argue that physical enactment of students’ cognitive processes (programming plan in this study) might have led to deeper understanding of the problem solving task.