Embodiment Principle: Difference between revisions
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==='''Types of embodied cognition'''=== | ==='''Types of embodied cognition'''=== | ||
The embodiment principle states that students learn new concepts better when they are linked to corresponding/ relevant '''physical actions''' such as gestures, movement or | The embodiment principle states that students learn new concepts better when they are linked to corresponding/ relevant '''physical actions''' such as gestures, movement or '''instructional manipulatives''', such as blocks, shapes. Students enact these movements or observe the pedagogical agent or human instructor perform them <ref> 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 </ref>. The principle recognises the importance of sensorimotor support in learning than conventional symbolic representation as more appropriate means for learning and cognition. | ||
=='''Evidence'''== | =='''Evidence'''== | ||
Revision as of 07:45, 19 December 2022
Overview
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. 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 [1]
Types of embodied cognition
The embodiment principle states that students learn new concepts better when they are linked to corresponding/ relevant physical actions such as gestures, movement or instructional manipulatives, such as blocks, shapes. Students enact these movements or observe the pedagogical agent or human instructor perform them [2]. The principle recognises the importance of sensorimotor support in learning than conventional symbolic representation as more appropriate means for learning and cognition.
Evidence
Example
Implications
'Reference
- ↑ 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
- ↑ 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