Embodying gesture-based multimedia to improve learning

被引：36

作者：

Chang, Chun-Yen ^{[1
,2
,3
]}

Chien, Yu-Ta ^{[1
,2
,3
]}

Chiang, Cheng-Yu ^{[1
,2
,3
]}

Lin, Ming-Chao ^{[1
,2
,3
]}

Lai, Hsin-Chih ^{[1
,2
,3
]}

机构：

[1] Natl Taiwan Normal Univ, Sci Educ Ctr, Taipei 11677, Taiwan

[2] Natl Taiwan Normal Univ, Grad Inst Sci Educ, Taipei 11677, Taiwan

[3] Natl Taiwan Normal Univ, Dept Earth Sci, Taipei 11677, Taiwan

来源：

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY | 2013年 / 44卷 / 01期

关键词：

INSTRUCTIONAL ANIMATIONS; GROUNDED COGNITION; SUPERIOR;

D O I：

10.1111/j.1467-8535.2012.01311.x

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

[No abstract available]

引用

收藏

页码：E5 / E9

页数：5

相关论文

共 14 条

[1] Learning hand manipulative tasks: When instructional animations are superior to equivalent static representations
Ayres, Paul
Marcus, Nadine
Chan, Christopher
Qian, Nixon
[J]. COMPUTERS IN HUMAN BEHAVIOR, 2009, 25 (02) : 348 - 353
[2] Grounded cognition
Barsalou, Lawrence W.
[J]. ANNUAL REVIEW OF PSYCHOLOGY, 2008, 59 : 617 - 645
[3] Grounded Cognition: Past, Present, and Future
Barsalou, Lawrence W.
[J]. TOPICS IN COGNITIVE SCIENCE, 2010, 2 (04) : 716 - 724
[4] Comparison of Different Instructional Multimedia Designs for Improving Student Science-Process Skill Learning
Chien, Yu-Ta
Chang, Chun-Yen
[J]. JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY, 2012, 21 (01) : 106 - 113
[5] Facilitating Understanding of Movements in Dynamic Visualizations: an Embodied Perspective
de Koning, Bjorn B.
Tabbers, Huib K.
[J]. EDUCATIONAL PSYCHOLOGY REVIEW, 2011, 23 (04) : 501 - 521
[6] GARDNER H, 1993, MULT INTELL THEORY
[7] Instructional animation versus static pictures:: A meta-analysis
Hoeffler, Tim N.
Leutner, Detlev
[J]. LEARNING AND INSTRUCTION, 2007, 17 (06) : 722 - 738
[8] JOHNSON L, 2011, 2011 HORIZON REP
[9] The mirror-neuron system
Rizzolatti, G
Craighero, L
[J]. ANNUAL REVIEW OF NEUROSCIENCE, 2004, 27 : 169 - 192
[10] The cognitive benefits of interactive videos: learning to tie nautical knots
Schwan, S
Riempp, R
[J]. LEARNING AND INSTRUCTION, 2004, 14 (03) : 293 - 305