Abstract
In this paper we combine motion captured data with linguistic notions (preliminary study) in a game-like tutoring system (study 1), in order to help elementary school students to better differentiate literal from metaphorical uses of motion verbs, based on embodied information. In addition to the thematic goal, we intend to improve young students’ attention and spatiotemporal memory, by presenting sensorimotor data experimentally collected from thirty two participants in our motion capturing labs. Furthermore, we examine the accomplishment of tutor’s goals and compare them to curriculum’s approach (study 2). Sixty nine elementary school students were randomly divided in two experimental groups (game-like and traditional) and one control group, which did not undergo an intervention. All groups were tested in pre and post-tests. Even though the diagnostic pretests present a uniform picture, two way analysis of variance suggests that the experimental groups showed progress in post-tests and, more specifically, game-like group showed less wrong answers in the linguistics task and higher learning achievements compared to the other two groups. Furthermore, in the game-like condition the participants needed gradually shorter period of time to identify the avatar’s actions. This finding was considered as a first indication of attentional and spatiotemporal memory’s improvement, while the tutor’s assistance features cultivated students’ metacognitive perception.
Highlights
Several disciplines dictate the necessity of investigating the embodied accounts of cognition (Stojanov, 1999; Barsalou, 2008; Fischer and Zwaan, 2008; Kövecses, 2015; Jamrozik et al, 2016) whether sensorimotor features shape the mechanism of semantic structure or not. Piaget (1952) psychology claims that the first data perceived and processed in infancy are of sensorimotor nature
The first experimental group consisted of participants and attended the traditional approach (TG), while the second one had participants interacting with the game-like intelligent tutoring system (GG)
Variable tests had significant effect according to Wilks’ Lambda = 0.364, F(1,66) = 115.23, p = 0.000 with partial η2 = 0.636, which can be interpreted as significant difference between pre an post-tests in general, while the interaction between tests x groups allowed us to show that the groups have significant changes across tests relatively to each other with Wilks’ Lambda = 0.489, F(2,66) = 31.6, p = 0.000 with partial η2 = 0.489 Coherent is the between subjects result of groups (p = 0.000) when groups significantly differ even when pre and post-tests are combined
Summary
Several disciplines dictate the necessity of investigating the embodied accounts of cognition (Stojanov, 1999; Barsalou, 2008; Fischer and Zwaan, 2008; Kövecses, 2015; Jamrozik et al, 2016) whether sensorimotor features shape the mechanism of semantic structure or not. Piaget (1952) psychology claims that the first data perceived and processed in infancy are of sensorimotor nature. Piaget (1952) psychology claims that the first data perceived and processed in infancy are of sensorimotor nature. For this reason Piaget named the first developmental period as the sensorimotor stage of cognitive development. Mandler (1999, 2010, 2012) and Mandler and Cánovas (2014) suggests the existence of spatial primitives as conceptual building blocks, which build spatial stories, the image schemas. These two notions –primitives and schemas- integrate and create concepts that include every conceptual element. Concerning images schemata Johnson (1987) and Lakoff and Johnson (2003) further analyze them as more objective
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