Title page for etd-0701113-133413


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URN etd-0701113-133413
Author Lung-I Lin
Author's Email Address No Public.
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Department Information Management
Year 2012
Semester 2
Degree Master
Type of Document
Language zh-TW.Big5 Chinese
Title The Effects of Embodiment-based Learning Strategy on Learning Performance of Fundamental Optics Experiments
Date of Defense 2013-07-27
Page Count 74
Keyword
  • Embodied cognition
  • Gesture-based technology
  • Natural science learning
  • Embodiment-Based Learning
  • Learning performance
  • Abstract Theories of embodied cognition argue that modal simulations in the brain, bodily states, environment and situated actions are composed of central representations in cognition. Based on embodied cognition, body movements of performing natural science experiments can provide learners with authentic perceptual information for better knowledge construction. At present, the way of using a mouse/keyboard to conduct virtual experiments just reproduces physical experimental procedures on a PC. However, it lacks for utilizing environment and body as external information to help brain constructing knowledge during the experimental process. For example, learners interact with multimedia content of fundamental optics experiments by using conventional controllers like moving a mouse or pressing a hot key. Though, the controller has intervened between learner’s external bodily perceptions and internal knowledge schema but the operation of controller itself does not benefit to learner’s cognitive process. To cope with this problem, a Embodiment-based learning strategy is designed to provide hands-on practices by learners” gestures so that they can interact with the content directly. Through the developed system, fundamental optics knowledge can be constructed using schematization of modal simulations in the brain, bodily states, environment and situated actions. To evaluate the effectiveness of the proposed strategy, K-5 students are equally divided into “Embodiment-based learning group” and “Keyboard-mouse-based learning group” for an experiment. Two variables, learning performance and cognitive load, are assessed to evaluate how well learners learned and how much burden learners undertake.
    Advisory Committee
  • Sheng-Wen Hsieh - chair
  • Chun-Wang Wei - co-chair
  • Nian-Shing Chen - advisor
  • Files
  • etd-0701113-133413.pdf
  • Indicate in-campus at 99 year and off-campus access at 99 year.
    Date of Submission 2013-08-15

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