Instructional Manipulatives: Difference between revisions
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Revision as of 22:07, 18 November 2022
Overview
Instructional manipulatives are physical and virtual objects/mechanisms designed to help reinforce learning material. A student rotating a globe to increase their understanding of where the Northern hemisphere meets the Southern hemisphere at the equator is an example of a physical manipulator. Interactions with manipulators involve relations between the mind, body, and environment. Thus, an embedded embodied perspective on manipulatives is of interest to cognitive scientists, as this approach could help them discover new ways to enhance knowledge acquisition and transfer of learners.
Evidence
Embedded
There seems to be for and against arguments about the value of extrinsic motivation based on rewards or punishments. Martinez (2010) points out extrinsic rewards are possible factors that lead to the decline of intrinsic motivation (which, based on Martinez, refers to the willingness to do something out of one’s own sake) in academic settings. On the other hand, research has also shown that if the person is extrinsically motivated by the external regulations of an activity (such as a reward), he/she may start discovering the intrinsic properties of the activity, and gradually shifting toward being intrinsically motivated, given that the external regulation is not too controlling (Ryan, Deci, 2000).
embodied
A study by Hatano et al; 1997; Hatano & Osawa 1983, done to test transfer through the internalization of sensorimotor information, found that advanced abacus users, are able to utilize strong arithmetic abilities including mental calculation even without an abacus, by manipulating a mental projection of an abacus. Transfer tests showed that expert abacus users performed better when manipulating a mental projection of an abacus over a physical one.
Design Implications
Pouw, et al. (2014) suggest upon reflection of Diane (2010) where participants that used blocks as manipulators to understand powers of 10 had failure of transfer when tested in the absence of the manipulators, “Design of manipulatives should at times allow for self-discovery rather than pre-constrained problem solving when transfer of learning is the goal.” Pouw, et al. (2014) continue to propose that embedded learning might be able to flourish when it is learner centered, instead of it being primarily integrated into the environment.
Challenges
Challenges to the beneficial prospects of instructional manipulatives are voiced by researchers in Uttal et al. 1997; McNeil & Jarvin 2007; Sarama and Clements 2009; Kaminski et al. These critiques come from claims that manipulatives which focus on the concrete to the symbolic can lower transfer of learning because of perceptual and interactive richness,and that perceptual and interactive richness can inflict a high cognitive load on learners, which can lessen learning outcomes.
References
Martinez M. E. (2010). Learning and cognition : the design of the mind. (pp. 153–188) Merrill. http://books.google.com/books?id=wqFWAAAAYAAJ
Richard M. Ryan, Edward L. Deci (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. In Contemporary Educational Psychology (25) 1 (pp.54-67). doi.org/10.1006/ceps.1999.1020 https://www.sciencedirect.com/science/article/pii/S0361476X99910202
Star | Angry Birds Wiki | Fandom. (n.d.). Angry Birds Wiki. https://angrybirds.fandom.com/wiki/Star
Vriend, S. (2017, August 4). Intrinsic and extrinsic motivation. Game Developer. https://www.gamedeveloper.com/design/intrinsic-and-extrinsic-motivation