ABSTRACT

Despite the rapid development of motion-based technologies, their role in embodied learning remains ambivalent. This study aimed at investigating the potential added value of motion-based technologies in the context of geometry elementary education. An explanatory sequential design was adopted, composed of two phases. First, an experiment was conducted: students in the experimental group (n = 15) participated in a digital embodied intervention while students in the comparison group (n = 16) participated in a non-digital embodied intervention, to learn about angles. Quantitative results showed that, while students’ cognitive load was not differentiated, students in the digital intervention outperformed their counterparts in terms of learning gains and emotional engagement. Qualitative analysis of interview data allowed better understanding of students’ engagement and cognitive load supporting the quantitative findings. The authors reflect on these findings and the implications for the use of motion-based technologies in embodied interventions for learning in mathematics.

摘要

尽管基于运动的技术发展迅速，但它们在具身学习中的作用仍然矛盾。本研究旨在调查基于运动的技术在几何基础教育背景下的潜在附加价值。采用了解释性顺序设计，由两个阶段组成。首先进行了一个实验：实验组（n  =15）的学生参与了数字化身干预，而对照组（n = 16）参与了非数字化的介入，以了解角度。定量结果表明，虽然学生的认知负荷没有差异，但数字干预的学生在学习收益和情感投入方面的表现优于同行。访谈数据的定性分析可以更好地了解支持定量结果的学生参与度和认知负荷。作者反思了这些发现以及在数学学习的具体干预中使用基于运动的技术的影响。