Embodiment Principle: Difference between revisions
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The instructional message for keeping the embodied principle in mind is giving onscreen characters human-like gestures <REF> Fiorella, L. (2021). The Embodiment Principle in Multimedia Learning. In R. Mayer & L. Fiorella (Eds.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 286-295). Cambridge: Cambridge University Press. doi:10.1017/9781108894333.030 </REF> | The instructional message for keeping the embodied principle in mind is giving onscreen characters human-like gestures <REF> Fiorella, L. (2021). The Embodiment Principle in Multimedia Learning. In R. Mayer & L. Fiorella (Eds.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 286-295). Cambridge: Cambridge University Press. doi:10.1017/9781108894333.030 </REF> | ||
=='' | =='''Mechanisms of embodied instruction'''== | ||
There are two mechanisms in embodied instruction <ref> Novack, M., & Goldin-Meadow, S. (2015). Learning from gesture: How our hands change our minds. Educational Psychology Review, 27(3), 405–412. </ref> that propose effective learning: | There are two mechanisms in embodied instruction <ref> Novack, M., & Goldin-Meadow, S. (2015). Learning from gesture: How our hands change our minds. Educational Psychology Review, 27(3), 405–412. </ref> that propose effective learning: | ||
*Reduced cognitive load | |||
*Increased generative processing | |||
===Reduced cognitive load=== | |||
Embodied instruction reduces cognitive load by allowing students to offload information onto their bodies (through actions, movements and gestures), or the world (manipulative objects). It thus, extends the capacity of the working memory <ref> Sepp, S., Howard, S. J., Tindall-Ford, S., Agostinho, S., & Paas, F. (2019). Cognitive load theory and human movement: Towards an integrated model of working memory. Educational Psychology Review, 31, 293–317. </ref> | Embodied instruction reduces cognitive load by allowing students to offload information onto their bodies (through actions, movements and gestures), or the world (manipulative objects). It thus, extends the capacity of the working memory <ref> Sepp, S., Howard, S. J., Tindall-Ford, S., Agostinho, S., & Paas, F. (2019). Cognitive load theory and human movement: Towards an integrated model of working memory. Educational Psychology Review, 31, 293–317. </ref> | ||
The reduction in cognitive load allows learners in spending more time in [[Generative Processing | generative processing]] | The reduction in cognitive load allows learners in spending more time in [[Generative Processing | generative processing]] | ||
=== | ==='''Increased [[Generative Processing | generative processing]]'''=== | ||
Embodied instruction supports generative processing by mapping new ideas to analogous actions. Thus it allows learners more time to organize and integrate new information with their prior knowledge through analogous action. | Embodied instruction supports generative processing by mapping new ideas to analogous actions. Thus it allows learners more time to organize and integrate new information with their prior knowledge through analogous action. | ||
=='''Evidence'''== | =='''Evidence'''== | ||
====Learning through hand gestures==== | |||
The learning through the effective use of embodiment principle is important as learning by enacting relevant gestures is more effective than observing them, as it helps enacting transforms the spatial orientation of the task <ref> Goldin-Meadow, S., Levine, S. C., Zinchenko, E., Yip, T. K., Hemani, N., & Factor, L. (2012). Doing gesture promotes learning a mental transformation task better than seeing gesture. Developmental Science, 15(6), 876–884. </ref> This learning is not only restricted to kids, but even adults learned better about in a study by Cherdieu et al <ref> Cherdieu, M., Palombi, O., Gerber, S., Troccaz, J., & RochetCapellan, A. (2017). Make gestures to learn: Reproducing gestures improves the learning of anatomical knowledge more than just seeing gestures. Frontiers in Psychology, 8, 1689. </ref> | |||
====Learning through finger tracing==== | |||
While finger tracing can help people learn and remember information, it is not clear if it reduces cognitive load while learning. While eye-tracking data concluded that pointing and tracing guides learners visual attention, it did not directly translate into meaningful learning outcomes. Hence deeper research is required by isolating learning through finger tracing and its impact on reducing cognitive load or fostering meaningful learning <REF> de Koning, B. B., Tabbers, H. K., Rikers, R. M., & Paas, F. (2010). Attention guidance in learning from a complex animation: Seeing is understanding? Learning and Instruction, 20(2), 111–122. </REF> | |||
====Learning through manipulatives==== | |||
Manupulatives are objects, external to the students body, that can help learners understand a new idea by offloading the knowledge on the object and relating them to more familiar experiences. For example, when reading stories set in different scenes (farm, space), learners learnt better from the support of toys (barn tractor) as it enganced recall of the stories. Learners who received the physical manipulation learnt better than without <ref>Glenberg, A. M., Gutierrez, T., Levin, J. R., Japuntich, S., & Kaschak, M. P. (2004). Activity and imagined activity can enhance young children’s reading comprehension. Journal of Educational Psychology, 96(3), 424–436. </ref> | |||
Similarly, learners also use "currency notes" while solving puzzles or learning addition and subtraction. The goal of learning manipulatives is to help understand the analogies between abstract concepts (addition and subtraction) and meaningful objects (give and take of money) so that students can [[transfer]] their learning into new situations | |||
=='''Example'''== | =='''Example'''== | ||
Bad Example - '''Dr. Binocs''' | |||
The Dr. Binocs Show is a part of Peekaboo Kidz’s Youtube Channel with 3.12M subscribers. The channel’s videos target 3 to 10-year-olds focusing on animated, educational, and informative videos ranging from nursery rhymes to science<ref> https://www.youtube.com/watch?v=MQLadfsvfLo&list=PLmJ33rwb1zZbU47-l6BPRu4EUpEDpNd6g </ref> | |||
[[File:Dr. Binocs.png|thumb|Dr. Binocs Hands]] | |||
The cartoon character, Dr. Binocs is the pedagogical agent in the video who has adopted the form of an alien. As a pedagogical agent, Dr. Binocs exhibits many human qualities, for example, his voice, intonation and movements. He has two legs, stands uprights, moves his hands while speaking and exhibits the human trait of "talking". | |||
Moreover, the videos also use the [[Personalization Principle | personalisation principle]] and [[Voice Principle| voice principle]] effectively, as Dr. Binocs refers to his audience in second person and maintains a friendly, polite conversational style. | |||
Where the videos fall short is in the effective use of embodiment principle, as Dr. Binocs does not use gestures or movements that would help audiences to reduce their cognitive load or foster generative processing. | |||
Good example - '''Bee Sims''' | |||
Bee Sims <ref> https://www.youtube.com/watch?v=hAa4Fo4WOJY </ref> is an in-class simulation that allows students to explore the world of honey bees by mapping their experience in finding flowers producing nectar for honey and how they share knowledge using systems theory. | |||
In the above video, at 2.04 mins, we observe that when the students have found the nectar, they communicate to their peers by doing a "waggle dance". This helps peers realise which flower has nectar and can approach the same. There are two important outcomes of using embodied cognition in this form, one it reduces the cognitive load on learners, as they begin to realise that within systems communication, wiggle dance becomes the modus operandi of communication. Secondly, the begin foster generative processing by realising the various processes that doing the wiggle dance can impact - for example, they are able to collect enough nectar for honey on that given day, or they can support other bees in collecting honey. Integrating these processes into learning ensure that these young learners are effectively able to learn and understand the material at hand. | |||
Good example - '''Blues Clues''' | |||
Blues Clues is an award-winning edutainment show for pre-schoolers. The protagonist of the show, Josh, is the pedagogical agent. He is on a journey with his companion, the animated dog Blue, on their day filled with adventure. | |||
[[File:Blues Clues Hands.png|thumb|Play on embodiment principle in hand]] | |||
It is important to note that providing two on screen characters helps learners engage in the narrative through the presence of Blue, while Josh helps the learners understand the material through embodied cognition. For example, in this video <ref> https://www.youtube.com/watch?v=KPUxbKBU-do </ref> we observe that Josh is looking for his phone. Instead of only using words to communicate his search, he begins to the action of placing his hand on his ear, in doing so, he is drawing the learner's attention to his ears. | |||
Similarly, when he hovers his hands using his fingers, it is easier for younger learners to mimic this kind of behaviour processing the incoming information. | |||
This helps young learners understand the idea as being pre-schoolers, their language acquisition skills are during the formative and developmental years. The communication through gestures helps them understand that 'hearing' happens through the ears. | |||
=='''Implications'''== | =='''Implications'''== | ||
=='''Reference''== | The use of embodied principle must first take into account the prior knowledge of the learners. For example, if the cognitive task is too demanding, and the students do not possess prior knowledge, they may get preoccupied in enacting the gestures which may be ineffective for their learning <ref> Post, L. S., van Gog, T., Paas, F., & Zwaan, R. A. (2013). Effects of simultaneously observing and making gestures while studying grammar animations on cognitive load and learning. Computers in Human Behavior, 29(4), 1450–1455. </ref> | ||
Secondly, while tracing gestures enhancing learning, research is not conclusive about how and why - thereby leaving a gap. | |||
Thirdly, the research is inconsistent while identifying if learner enactment is more effective than observing the instructor for reduction of cognitive load and generative processing. | |||
=='''Reference'''== | |||
Latest revision as of 22:34, 24 December 2022
Introduction[edit | edit source]
The Embodiment Principle in Multimedia Learning suggests that learning is more effective when concepts are linked to relevant actions, such as hand gestures or object manipulations. This principle is based on the idea that thinking is grounded in our experiences interacting with the world, and that our motor system is involved in a range of cognitive tasks. Students learn by enacting the movements performed by the pedagogical agent or human instructor perform them [1]. The principle recognises the importance of sensorimotor support in learning over conventional symbolic representation as more appropriate means for learning and cognition. The idea is that by connecting concepts to physical actions, through embodied cognition it can help reduce cognitive load and increase generative processing, which is the process of selecting, organizing, and integrating information.
The instructional message for keeping the embodied principle in mind is giving onscreen characters human-like gestures [2]
Mechanisms of embodied instruction[edit | edit source]
There are two mechanisms in embodied instruction [3] that propose effective learning:
- Reduced cognitive load
- Increased generative processing
Reduced cognitive load[edit | edit source]
Embodied instruction reduces cognitive load by allowing students to offload information onto their bodies (through actions, movements and gestures), or the world (manipulative objects). It thus, extends the capacity of the working memory [4]
The reduction in cognitive load allows learners in spending more time in generative processing
Increased generative processing[edit | edit source]
Embodied instruction supports generative processing by mapping new ideas to analogous actions. Thus it allows learners more time to organize and integrate new information with their prior knowledge through analogous action.
Evidence[edit | edit source]
Learning through hand gestures[edit | edit source]
The learning through the effective use of embodiment principle is important as learning by enacting relevant gestures is more effective than observing them, as it helps enacting transforms the spatial orientation of the task [5] This learning is not only restricted to kids, but even adults learned better about in a study by Cherdieu et al [6]
Learning through finger tracing[edit | edit source]
While finger tracing can help people learn and remember information, it is not clear if it reduces cognitive load while learning. While eye-tracking data concluded that pointing and tracing guides learners visual attention, it did not directly translate into meaningful learning outcomes. Hence deeper research is required by isolating learning through finger tracing and its impact on reducing cognitive load or fostering meaningful learning [7]
Learning through manipulatives[edit | edit source]
Manupulatives are objects, external to the students body, that can help learners understand a new idea by offloading the knowledge on the object and relating them to more familiar experiences. For example, when reading stories set in different scenes (farm, space), learners learnt better from the support of toys (barn tractor) as it enganced recall of the stories. Learners who received the physical manipulation learnt better than without [8]
Similarly, learners also use "currency notes" while solving puzzles or learning addition and subtraction. The goal of learning manipulatives is to help understand the analogies between abstract concepts (addition and subtraction) and meaningful objects (give and take of money) so that students can transfer their learning into new situations
Example[edit | edit source]
Bad Example - Dr. Binocs The Dr. Binocs Show is a part of Peekaboo Kidz’s Youtube Channel with 3.12M subscribers. The channel’s videos target 3 to 10-year-olds focusing on animated, educational, and informative videos ranging from nursery rhymes to science[9]
The cartoon character, Dr. Binocs is the pedagogical agent in the video who has adopted the form of an alien. As a pedagogical agent, Dr. Binocs exhibits many human qualities, for example, his voice, intonation and movements. He has two legs, stands uprights, moves his hands while speaking and exhibits the human trait of "talking".
Moreover, the videos also use the personalisation principle and voice principle effectively, as Dr. Binocs refers to his audience in second person and maintains a friendly, polite conversational style.
Where the videos fall short is in the effective use of embodiment principle, as Dr. Binocs does not use gestures or movements that would help audiences to reduce their cognitive load or foster generative processing.
Good example - Bee Sims Bee Sims [10] is an in-class simulation that allows students to explore the world of honey bees by mapping their experience in finding flowers producing nectar for honey and how they share knowledge using systems theory.
In the above video, at 2.04 mins, we observe that when the students have found the nectar, they communicate to their peers by doing a "waggle dance". This helps peers realise which flower has nectar and can approach the same. There are two important outcomes of using embodied cognition in this form, one it reduces the cognitive load on learners, as they begin to realise that within systems communication, wiggle dance becomes the modus operandi of communication. Secondly, the begin foster generative processing by realising the various processes that doing the wiggle dance can impact - for example, they are able to collect enough nectar for honey on that given day, or they can support other bees in collecting honey. Integrating these processes into learning ensure that these young learners are effectively able to learn and understand the material at hand.
Good example - Blues Clues Blues Clues is an award-winning edutainment show for pre-schoolers. The protagonist of the show, Josh, is the pedagogical agent. He is on a journey with his companion, the animated dog Blue, on their day filled with adventure.
It is important to note that providing two on screen characters helps learners engage in the narrative through the presence of Blue, while Josh helps the learners understand the material through embodied cognition. For example, in this video [11] we observe that Josh is looking for his phone. Instead of only using words to communicate his search, he begins to the action of placing his hand on his ear, in doing so, he is drawing the learner's attention to his ears.
Similarly, when he hovers his hands using his fingers, it is easier for younger learners to mimic this kind of behaviour processing the incoming information.
This helps young learners understand the idea as being pre-schoolers, their language acquisition skills are during the formative and developmental years. The communication through gestures helps them understand that 'hearing' happens through the ears.
Implications[edit | edit source]
The use of embodied principle must first take into account the prior knowledge of the learners. For example, if the cognitive task is too demanding, and the students do not possess prior knowledge, they may get preoccupied in enacting the gestures which may be ineffective for their learning [12]
Secondly, while tracing gestures enhancing learning, research is not conclusive about how and why - thereby leaving a gap.
Thirdly, the research is inconsistent while identifying if learner enactment is more effective than observing the instructor for reduction of cognitive load and generative processing.
Reference[edit | edit source]
- ↑ Mayer, R. E., & DaPra, C. S. (2012). An embodiment effect in computer-based learning with animated pedagogical agents. Journal of Experimental Psychology: Applied, 18(3), 239–252
- ↑ Fiorella, L. (2021). The Embodiment Principle in Multimedia Learning. In R. Mayer & L. Fiorella (Eds.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 286-295). Cambridge: Cambridge University Press. doi:10.1017/9781108894333.030
- ↑ Novack, M., & Goldin-Meadow, S. (2015). Learning from gesture: How our hands change our minds. Educational Psychology Review, 27(3), 405–412.
- ↑ Sepp, S., Howard, S. J., Tindall-Ford, S., Agostinho, S., & Paas, F. (2019). Cognitive load theory and human movement: Towards an integrated model of working memory. Educational Psychology Review, 31, 293–317.
- ↑ Goldin-Meadow, S., Levine, S. C., Zinchenko, E., Yip, T. K., Hemani, N., & Factor, L. (2012). Doing gesture promotes learning a mental transformation task better than seeing gesture. Developmental Science, 15(6), 876–884.
- ↑ Cherdieu, M., Palombi, O., Gerber, S., Troccaz, J., & RochetCapellan, A. (2017). Make gestures to learn: Reproducing gestures improves the learning of anatomical knowledge more than just seeing gestures. Frontiers in Psychology, 8, 1689.
- ↑ de Koning, B. B., Tabbers, H. K., Rikers, R. M., & Paas, F. (2010). Attention guidance in learning from a complex animation: Seeing is understanding? Learning and Instruction, 20(2), 111–122.
- ↑ Glenberg, A. M., Gutierrez, T., Levin, J. R., Japuntich, S., & Kaschak, M. P. (2004). Activity and imagined activity can enhance young children’s reading comprehension. Journal of Educational Psychology, 96(3), 424–436.
- ↑ https://www.youtube.com/watch?v=MQLadfsvfLo&list=PLmJ33rwb1zZbU47-l6BPRu4EUpEDpNd6g
- ↑ https://www.youtube.com/watch?v=hAa4Fo4WOJY
- ↑ https://www.youtube.com/watch?v=KPUxbKBU-do
- ↑ Post, L. S., van Gog, T., Paas, F., & Zwaan, R. A. (2013). Effects of simultaneously observing and making gestures while studying grammar animations on cognitive load and learning. Computers in Human Behavior, 29(4), 1450–1455.