scholarly journals Translating Embodied Cognition for Embodied Learning in the Classroom

2021 ◽  
Vol 6 ◽  
Author(s):  
Sheila L. Macrine ◽  
Jennifer M. B. Fugate
Keyword(s):  
Embodied Cognition ◽  
Mixed Reality ◽  
The Body ◽  
Research Model ◽  
Embodied Learning ◽  
Policy Makers ◽  
Extensive Training ◽  
Early Schooling ◽  
Step Step ◽  
Learning Principles

In this perspective piece, we briefly review embodied cognition and embodied learning. We then present a translational research model based on this research to inform teachers, educational psychologists, and practitioners on the benefits of embodied cognition and embodied learning for classroom applications. While many teachers already employ the body in teaching, especially in early schooling, many teachers’ understandings of the science and benefits of sensorimotor engagement or embodied cognition across grades levels and the content areas is little understood. Here, we outline seven goals in our model and four major “action” steps. To address steps 1 and 2, we recap previously published reviews of the experimental evidence of embodied cognition (and embodied learning) research across multiple learning fields, with a focus on how both simple embodied learning activities—as well as those based on more sophisticated technologies of AR, VR, and mixed reality—are being vetted in the classroom. Step 3 of our model outlines how researchers, teachers, policy makers, and designers can work together to help translate this knowledge in support of these goals. In the final step (step 4), we extract generalized, practical embodied learning principles, which can be easily adopted by teachers in the classroom without extensive training. We end with a call for educators and policy makers to use these principles to identify learning objectives and outcomes, as well as track outcomes to assess whether program objectives and competency requirements are met.

Embodied Cognition

2020 ◽  
Author(s):  
Sheila L. Macrine ◽  
Jennifer M.B. Fugate
Keyword(s):  
Embodied Cognition ◽  
Mixed Reality ◽  
Mental Representations ◽  
Educational Practice ◽  
The Body ◽  
Learning Approaches ◽  
Embodied Learning ◽  
Brain Functions ◽  
Starting Point ◽  
Motor Actions

Embodied cognition theories are different from traditional theories of cognition in that they specifically focus on the mind–body connection. This shift in our understanding of how knowledge is acquired challenges Cartesian, as well as computational theories of cognition that emphasize the body as a “passive” observer to brain functions, and necessary only in the execution of motor actions. Historically, mental representations within the brain were typically considered abstractions of the original information (i.e., mental representations). Accordingly, these amodal (disembodied) theories provided the knowledge used in cognitive processes, but did not reflect the original sensorimotor states themselves. In contrast, Embodied cognition provides a starting point to advance our understanding of how perceptual, sensorimotor and multisensory approaches facilitate and encourage learning throughout the lifespan. Derived from embodied cognition, embodied learning constitutes a contemporary pedagogical theory of knowing and learning that emphasizes the use of the body in educational practice. Embodied learning approaches scientifically endorse and advance sensorimotor learning, as well as offer potentially useful tools for educators. This article begins with a discussion on the historical progression of embodied understanding in the disciplines of philosophy, cognitive psychology, and neuroscience, with a focus on how embodied cognition differs from traditional models of cognition. Empirical evidence from varied field domains (e.g., reading, handwriting, STEM fields, haptic technology, mixed reality, and special education) are presented that show how embodied learning increases and facilitates learning and memory. Discussions within each content area draw upon embodied principles and show why the reviewed techniques facilitate learning. Also discussed are examples on how these principles can be further integrated into educational curriculum, with an eye toward the learner as a unified whole.

scholarly journals The prevalence of underweight in 9–10-year-old schoolchildren in Liverpool: 1998–2006

2009 ◽  
Vol 12 (7) ◽  
pp. 953-956 ◽  
Author(s):  
Lynne M Boddy ◽  
Allan F Hackett ◽  
Gareth Stratton
Keyword(s):  
Mass Spectrum ◽  
Body Mass ◽  
The Body ◽  
Fitness Testing ◽  
Policy Makers ◽  
Substantial Problem ◽  
Prevalence Of Obesity ◽  
Grade 3 ◽  
The City ◽  
Over Time

AbstractObjectiveTo estimate the prevalence of underweight between 1998 and 2006 in Liverpool schoolchildren aged 9–10 years using recently published underweight cut-off points.Design and settingStature and body mass data collected at the LiverpoolSportsLinx project’s fitness testing sessions were used to calculate BMI.SubjectsData were available on 26 782 (n13 637 boys, 13 145 girls) participants.ResultsOverall underweight declined in boys from 10·3 % in 1998–1999 to 6·9 % in 2005–2006, and all sub-classifications of underweight declined, in particular grade 3 underweight, with the most recent prevalence being 0·1 %. In girls, the prevalence of underweight declined from 10·8 % in 1998–1999 to 7·5 % in 2005–2006. The prevalence of all grades of underweight was higher in girls than in boys. Underweight showed a fluctuating pattern across all grades over time for boys and girls, and overall prevalence in 2005–2006 represents over 200 children across the city.ConclusionsUnderweight may have reduced slightly from baseline, but remains a substantial problem in Liverpool, with the prevalence of overall underweight being relatively similar to the prevalence of obesity. The present study highlights the requirement for policy makers and funders to consider both ends of the body mass spectrum when fixing priorities in child health.

scholarly journals Scalable co-optimization of morphology and control in embodied machines

2018 ◽  
Vol 15 (143) ◽  
pp. 20170937 ◽  
Author(s):  
Nick Cheney ◽  
Josh Bongard ◽  
Vytas SunSpiral ◽  
Hod Lipson
Keyword(s):  
Embodied Cognition ◽  
Initial Conditions ◽  
Control Policy ◽  
Sensorimotor Control ◽  
Body Plan ◽  
The Body ◽  
Test Bed ◽  
Local Optima ◽  
Close Coupling ◽  
And Control

Evolution sculpts both the body plans and nervous systems of agents together over time. By contrast, in artificial intelligence and robotics, a robot's body plan is usually designed by hand, and control policies are then optimized for that fixed design. The task of simultaneously co-optimizing the morphology and controller of an embodied robot has remained a challenge. In psychology, the theory of embodied cognition posits that behaviour arises from a close coupling between body plan and sensorimotor control, which suggests why co-optimizing these two subsystems is so difficult: most evolutionary changes to morphology tend to adversely impact sensorimotor control, leading to an overall decrease in behavioural performance. Here, we further examine this hypothesis and demonstrate a technique for ‘morphological innovation protection’, which temporarily reduces selection pressure on recently morphologically changed individuals, thus enabling evolution some time to ‘readapt’ to the new morphology with subsequent control policy mutations. We show the potential for this method to avoid local optima and converge to similar highly fit morphologies across widely varying initial conditions, while sustaining fitness improvements further into optimization. While this technique is admittedly only the first of many steps that must be taken to achieve scalable optimization of embodied machines, we hope that theoretical insight into the cause of evolutionary stagnation in current methods will help to enable the automation of robot design and behavioural training—while simultaneously providing a test bed to investigate the theory of embodied cognition.

The use of open government data to citizen empowerment: an empirical validation of a proposed model

foresight ◽  
2018 ◽  
Vol 20 (6) ◽  
pp. 665-680 ◽  
Author(s):  
Md Nahin Hossain ◽  
Md Shamim Talukder ◽  
Md Rakibul Hoque ◽  
Yukun Bao
Keyword(s):  
The Body ◽  
Open Government ◽  
Equation Modeling ◽  
Research Model ◽  
Content Type ◽  
Proposed Model ◽  
Open Government Data ◽  
Citizen Empowerment ◽  
Government Data ◽  
The Impact

Purpose The purpose of this paper is to measure the impact of open government data (OGD) on citizen empowerment. Design/methodology/approach This study advances the body of knowledge on OGD by proposing an integrated research model based on transparency, accountability, participation and collaboration dimensions. The research model was empirically tested using 275 responses using the on-paper survey from the university students and professionals in Bangladesh. Data were analyzed using the structured equation modeling technique. Findings Findings revealed that transparency and participation have a positive and significant direct and indirect influence on citizen empowerment through accountability and collaboration. Overall, the four basic pillars of OGD such as transparency, participation, accountability and collaboration interrelated with each other and have the impact on citizen empowerment. Research limitations/implications This study has proposed an instrument that sums the dimensions of open government, which avoids tautology and redundancy among OGD dimensions. More research should be done to validate the proposed model and the instruments used in this study. Practical implications For the researchers, this study provides a basis for further refinement of individual models of empowerment. For practitioners, understanding the key constructs is crucial to design, refine and implement OGD systems and applications that empower citizens, create public values and strengthen the democratic process. Originality/value This research is the first step that empirically investigates the impact of OGD on citizen empowerment which is the ultimate goals of any democratic government.

Examining the Factors of Open Government Data Usability From Academician's Perspective

2018 ◽  
Vol 9 (3) ◽  
pp. 72-85 ◽  
Author(s):  
Muhammad Mahboob Khurshid ◽  
Nor Hidayati Zakaria ◽  
Ammar Rashid ◽  
Muhammad Nouman Shafique
Keyword(s):  
Behavioral Intention ◽  
Diffusion Of Innovations ◽  
Behavioral Intentions ◽  
Policy Instruments ◽  
Open Government ◽  
Research Model ◽  
Policy Makers ◽  
Open Government Data ◽  
Government Data ◽  
Behavioral Intention To Use

This article examines factors that can be argued to influence the academician's behavioral intentions in using open government data (OGD). Policy-makers and practitioners will determine policy instruments in increasing acceptance and use of OGD by maintaining a good understanding of these factors. In this article, Rogers' Diffusion of Innovations (DOI) theory has been proposed and used in order to empirically examine these factors taking perceived characteristics of innovations. Relevant hypotheses have been developed through the literature review, forming a preliminary research model, while respective influences of the factors on the behavioral intention to use open government data have been statistically tested. Results have shown that compatibility and voluntariness have had a strong influence on behavioral intention, whereas a 66.2% variance has been found in academicians' behavioral intentions to use open government data.

scholarly journals Effective Intervention across Socioeconomic Classes for Improvement in Language Outcomes

2016 ◽  
Vol 5 (1) ◽  
pp. 179
Author(s):  
Afia Kanwal ◽  
Wasima Shehzad
Keyword(s):  
Language Proficiency ◽  
Engineering Students ◽  
Effective Intervention ◽  
Research Model ◽  
Language Outcomes ◽  
Improvement Rate ◽  
Early Schooling ◽  
The Difference

Students in higher education bring with them a difference of linguistic abilities that is often due to the difference in socioeconomic status and early schooling. The lack of linguistic capacity hampers academic pace and introduces discrepancies in performance of learners. This paper examines the persistence of socioeconomic differences being translated in educational institutes and their influence on language outcomes and it investigates the role of effective intervention through an action research model by Zuber-Skerritt (1992) called CRASP. It is an experimental study based on a sample of 300 engineering students which examines initial and final evaluation of language proficiency through intervention. The tools used to gather data include demographics, language test of writing and speaking skills and sequential assessment. The results showed that intervention is helpful for enhancing language proficiency nonetheless; the improvement rate is nearly negligible and requires a long-term plan to impact early disadvantage of exposure.

Making the Body Ready for School: ADHD and Early Schooling in the Era of Accountability

2017 ◽  
Vol 119 (9) ◽  
pp. 1-38
Author(s):  
Kyunghwa Lee
Keyword(s):  
Early Childhood ◽  
School Readiness ◽  
Early Childhood Teachers ◽  
The Body ◽  
Negative Consequences ◽  
Teachers Perceptions ◽  
The Public ◽  
Children's Behavior ◽  
Early Schooling ◽  
Teachers Perspectives

Background Although concerns about unintended negative consequences of standards-based accountability (SBA) reform for children's socioemotional development have been raised, few studies have systematically examined early childhood teachers’ perceptions of and practices for children's behavior and bodies under such policy. This study was conducted against the backdrop of the intersection of the accountability policy and the increasing prevalence of Attention Deficit/Hyperactivity Disorder (ADHD) among children, including preschoolers. Purpose The study investigated how early childhood teachers’ perspectives of and practices for the behavior and bodies of children considered at risk of being identified with ADHD later in schooling were related to the increasing concern over school readiness under SBA reform. Research Design Data for a qualitative case study were generated through multiple methods, including video-recorded observations in two African-American children's pre-kindergarten and kindergarten classrooms, interviews with their teachers, and artifact collection. Results The focal children's teachers appropriated the authoritative discourses of ADHD and readiness for school to perceive the children's bodies as uncontrollable and unready for school. The teachers taught the children a variety of bodily techniques to enculturate them in public school and to develop docile student bodies. Keeping their authoritative practices intact, the teachers hardly incorporated the children's areas of strengths into the curriculum and instruction. School was introduced to the children as a carnivalesqueless place, and both SBA reform and ADHD contributed to disembodiment in the public early childhood education settings. Conclusions This study suggests the need for reframing the notion of school readiness; bringing teachers’ folk theories about children's behavior and bodies to their critical awareness; and intentionally balancing serious, rigid parts of the daily classroom routine with relaxed, pleasurable moments.

The Potential for ICT Tools to Promote Public Participation in Fighting Corruption

2014 ◽  
pp. 175-191 ◽  
Author(s):  
Arjun Neupane ◽  
Jeffrey Soar ◽  
Kishor Vaidya ◽  
Sunil Aryal
Keyword(s):  
Public Participation ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Literature Survey ◽  
Theoretical Research ◽  
Research Model ◽  
Policy Makers ◽  
Management Processes ◽  
Information And Communication ◽  
Ict Tools

Information and Communication Technologies (ICTs) have been seen as pioneering tools for the promotion of the better delivery of government programmes and services, enabling the empowerment of citizens through greater access to information, delivery of more efficient government management processes, better transparency and accountability, and the mitigation of corruption risks. Based on a literature survey of previous research conducted on ICT systems implemented in various countries, this chapter discusses the potential of different ICT tools that have the capacity to help to promote public participation for the purpose of reducing corruption. The chapter specifically reviews the different ICT tools and platforms and their roles as potential weapons in fighting corruption. This chapter also evaluates different ICT tools, including e-government and public e-procurement. Finally, the authors develop a theoretical research model that depicts the anti-corruption capabilities of ICT tools, which in turn, has implications for academics, policy makers, and politicians.

Games and Their Embodied Learning Principles in the Classroom

2018 ◽  
pp. 554-582
Author(s):  
Sam von Gillern
Keyword(s):  
Video Games ◽  
Student Learning ◽  
Digital Games ◽  
Learning Motivation ◽  
Learning Theories ◽  
Embodied Learning ◽  
Future Directions ◽  
Learning Techniques ◽  
Meaningful Engagement ◽  
Learning Principles

This chapter explores how educators can use games and their embodied learning principles as a source for student learning, motivation, and engagement. It begins by highlighting important educational issues, such as lack of motivation and how technology has affected students and communication (Prensky, 2005). It then illustrates how digital games can address these issues and support learning and foster meaningful engagement by exploring Gee's (2007) learning principles and Prensky's (2005) activities and learning techniques. Each learning principle and activity is addressed with a summary of the concept, an example of how video games exemplify the concept, and practical methods for integrating the idea into classroom instruction through games and activities. The chapter concludes with an overview of main concepts and highlights future directions for research connecting learning theories to digital games.

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