Kinesthetic Learning Activities Research Articles

Innovations in Teaching: A Case of Using Kinesthetic Learning Activity for Teaching Physics

The paper evaluates the advantage of the role of Kinesthetic Learning Activity (KLA) method in understanding basic concepts of physics over traditional methods. This study was conducted during the year 2022-23. The topic “Photo-electric effect” of grade 12 was selected for KLA from feedback of 20 teachers and literature study. A sample of 50 students from two schools in Kolkata was taught the topic traditionally. Later the Kinesthetic learning activities were conducted in the classroom and school field. The data of pre KLA and post KLA were collected and analyzed using various statistical tools using SPSS software. The calculated value of t in paired t-test was 21.289 with p values 0.000 which clearly showed differences in pre and post-KLA and were highly significant. Ninety percent of the respondent students showed high satisfaction with KLA. Major improvement in post-KLA score was observed which increased from an average value of 8.00 to an average value of 15.12. Thus it is concluded that KLA was very effective in teaching the target topic. The learning from this study may be applicable across the disciplines including the field of agriculture extension to make an effective understanding of abstract topics in informal settings also.

Exploring the Benefits of Arts-Based Kinesthetic Activities in the College Classroom

A majority of American adults value the role that art plays in education at the K-12 level. However, the potential benefits of arts-based, kinesthetic learning activities have not been well-documented at the college level. Twenty-three undergraduate students participated in passive learning, traditional active learning activities and arts-based kinesthetic learning activities throughout one semester in a 300-level health psychology course. Overall, students reported more positive perceptions, and higher retention, of course material taught using arts-based kinesthetic activities compared to traditional active learning activities or passive learning. More empirical evidence is needed to determine the potential benefits of arts-based, kinesthetic activities in the college classroom.

The analysis of student kinesthetic learning activity on the materials of Compton and photoelectric effects

This study aims to analyze the kinesthetic learning activities of students on Compton and photoelectric effects. This further involved a qualitative descriptive study, where students of class XII Mathematical and Natural Science 2, State of Madrasah Aliyah in Palu Region (Central of Sulawesi, Indonesia), were the sample population examined, in the odd semester of 2018/2019 academic session. Data was obtained through observation of learning activities, concept understanding tests, interviews and learning style identification questionnaires. The selection of respondents was based on the level of understanding of students’ concept categories. The results of the study showed that students perform kinesthetic learning activities very well, as seen from their endeavors in following the lessons and the results of theoretical understanding assessments, which were observed to be in the high category. Furthermore, the interview evaluated that the students are happy with the kinesthetic learning method carried out as it promoted their understanding and recollection of the content of the material and questionnaires indicate that students have visual, auditory and kinesthetic learning styles. From the performance of Compton and the photoelectric effect, it was shown that students playing as electrodes and electrons (kinesthetic learning style) possess high understanding of the concept in the kinesthetic learning model.

Teaching Electricity and Magnetism Using Kinesthetic Learning Activities

As students learn physics, they are often required to reason about the behavior of macroscopic and microscopic phenomena, and to synthesize prior knowledge from several different areas of physics to construct understanding of new ideas. This can be a tremendously difficult cognitive task for novice students, especially when the unfamiliar phenomena described are potentially microscopic or abstract. Therefore, it can be very helpful for physics instructors to develop and employ pedagogical techniques that help students to visualize and to reason productively about these concepts. A particularly effective strategy uses kinesthetic learning activities (KLAs).

Incorporating Kinesthetic Learning into University Classrooms: An Example from Management Information Systems

Aim/Purpose: Students tend to learn best when an array of learning styles is used by instructors. The purpose of this paper is to add, to introduce, and to apply the concepts of kinesthetic learning and learning structures to university and STEM education. Background: The study applies the concept of kinesthetic learning and a learning structure called Think-Pair-Share to an experiential exercise about Moore’s Law in an introductory MIS classroom. The paper details the exercise and each of its components. Methodology: Students in two classes were asked to complete a short survey about their conceptual understanding of the course material before and after the experiential exercise. Contribution: The paper details the benefits of kinesthetic learning and learning structures and discusses how to apply these concepts through an experiential exercise used in an introductory MIS course. Findings: Results indicate that the kinesthetic learning activity had a positive impact on student learning outcomes. Recommendations for Practitioners: University educators can use this example to structure several other learning activities that apply kinesthetic learning principles. Recommendation for Researchers: Researchers can use this paper to study more about how to incorporate kinesthetic learning into education, and about teaching technology concepts to undergraduate students through kinesthetic learning. Impact on Society: The results of this study may be extremely beneficial for the university and STEM community and overall academic business community. Future Research: Researchers should consider longitudinal studies and other ways to incorporate kinesthetic learning activities into education.

STEM BUILD: An Online Community To Decrease Barriers to Implementation of Inclusive Tactile Teaching Tools.

Access to 3D printing and other “maker” technologies has opened new doors for the creation of classroom activities using physical models. Multiple strategies for implementing 3D-printed models exist, and work to define best practices is ongoing. We outline the strengths and weaknesses of common strategies for employing physical models in undergraduate biology courses and describe a novel strategy that we have developed to pair 3D-printed models with guided inquiry learning to create inclusive and interactive learning experiences. We further introduce the STEM BUILD website, a resource that we have developed to facilitate collaboration among instructors, makers, researchers, and Universal Design for Learning experts and reduce barriers to broad implementation of inclusive kinesthetic learning activities.

Analysis of Student's Kinesthetic Activities Against Understanding the Principles of DSSC Work

This study aims to determine how students 'kinesthetic learning activities on understanding the DSSC work principles and to determine the effect of students' kinesthetic activity processes on understanding the working principles of DSSC at Tadulako University. This research was a descriptive-qualitative study where all data is collected based on facts obtained in the field to produce descriptive data in the form of written or spoken words from the people being observed. Respondents involved in this study were 42 students. Data obtained through activity activities, interview comprehension tests, and questionnaires. The results showed that students had been learning kinesthetic activities very well, through kinesthetic activities students became more active students and felt happy. This was reinforced by active discussion, test results where most students got good grades, and interviews. It can be seen that although students' learning styles differ if the kinesthetic learning style was applied, students can easily remember and understand if they do this directly, this was reinforced by a questionnaire. The information obtained by kinesthetic learning styles complements learning styles in addition to kinesthetic.

Teaching Mechanics Using Kinesthetic Learning Activities

As students learn physics, they are often required to reason about the behavior of macroscopic and microscopic phenomena, and to synthesize prior knowledge from several different areas of physics to construct understanding of new ideas. This can be a tremendously difficult cognitive task for novice students, especially when the unfamiliar phenomena described are potentially microscopic or abstract. Therefore, it can be very helpful for physics instructors to develop and employ pedagogical techniques that help students to visualize and to reason productively about these concepts. A particularly effective strategy uses Kinesthetic Learning Activities (KLAs).

Kinesthetic learning in the classroom

We present a tutorial (based on [1]) focusing on kinesthetic learning activities, i.e., physically engaging classroom exercises. These might, for example, involve throwing a frisbee around the classroom to represent transfer of control in a procedure call, or simulating polygon scan conversion with rope for edges and students for pixels. The session begins with a brief kinesthetic learning activity to motivate the value of these activities. We follow with a variety of examples, and discuss how to use these successfully in the classroom. The audience then divides into facilitated groups to design their own activities. Finally, we all mingle to share and discuss the results. These results are posted on a public web forum---the KLA wiki [2]---for continued discussion and generation of new ideas.

Using a kinesthetic learning strategy to engage nursing student thinking, enhance retention, and improve critical thinking.

This article reports the outcomes of a kinesthetic learning strategy used during a cardiac lecture to engage students and to improve the use of classroom-acquired knowledge in today's challenging clinical settings. Nurse educators are constantly faced with finding new ways to engage students, stimulate critical thinking, and improve clinical application in a rapidly changing and complex health care system. Educators who deviate from the traditional pedagogy of didactic, content-driven teaching to a concept-based, student-centered approach using active and kinesthetic learning activities can enhance engagement and improve clinical problem solving, communication skills, and critical thinking to provide graduates with the tools necessary to be successful. The goals of this learning activity were to decrease the well-known classroom-clinical gap by enhancing engagement, providing deeper understanding of cardiac function and disorders, enhancing critical thinking, and improving clinical application.

Incorporation of "Kinesthetic Learning Activities" to Computer Science 1 course: Use and Results


 
 
 In this work, we present the systematic incorporation of Kinesthetic Learning Activities (activities with movements and sensations), into the Computer Science 1 course. We detail the different activities and their use in the course. We evaluate student results in relation to their final grades in the course. Moreover, we include opinions of students that participated in the experimentation. Based on students' results, we appreciate a higher degree of course achievement, that is, students who achieve an exceptional result (86% or more points) in comparison with traditional courses.
 
 

Using Kinesthetic Activities to Teach Ptolemaic and Copernican Retrograde Motion

This paper describes a method for teaching planetary retrograde motion, and the Ptolemaic and Copernican accounts of retrograde motion, by means of a series kinesthetic learning activities (KLAs). In the KLAs described, the students literally walk through the motions of the planets in both systems. A retrospective statistical analysis shows that students who participated in these activities performed better on examination questions pertaining to retrograde motion than students who did not. Potential explanations for this result, including the breaking of classroom routine, the effect of body movement on conceptual memory, and egocentric spatial proprioception, are considered.

A collection of kinesthetic learning activities for a course on distributed computing

Kinesthetic learning is a process where students learn by actively carrying out physical activities rather than by passively listening to lectures. Pedagogical research has indicated that kinesthetic learning is a fundamental, powerful, and ubiquitous learning style. It resonates with many students across all disciplines and levels of education. The adoption of kinesthetic approaches in college classrooms, however, has been hampered by the difficulty of designing effective activities, as well as the perceived challenges of coordinating these activities. On the other hand, courses on distributed computing, by the very nature of the material they cover, are uniquely suited to exploiting this learning technique. We have developed and piloted a collection of kinesthetic activities for a senior undergraduate or graduate-level course on distributed systems. We give detailed descriptions of these exercises and discuss factors that contribute to their success (or failure). Our hope is that others will adopt these particular activities in their own distributed systems courses as well as use these examples as a pattern for developing new activities.

Session details: Kinesthetic learning activities

Session details: Kinesthetic learning activities

The suitability of kinesthetic learning activities for teaching distributed algorithms

Kinesthetic learning is a process in which students learn by actively carrying out physical activities rather than by passively listening to lectures. Pedagogical research indicates that kinesthetic learning is a fundamental, powerful, and ubiquitous learning style. To date, efforts to incorporate this learning style within the computer science curriculum have focussed on introductory courses. Material in upper-level courses, however, can also benefit from a similar approach. In particular, courses on distributed computing, by the very nature of the material they cover, are uniquely suited to exploiting this learning technique. We have developed and piloted a collection of kinesthetic activities for a senior undergraduate or graduate-level course on distributed systems. We give detailed descriptions of these exercises and discuss factors that contribute to their success.

Active and cooperative learning

Information about the value of active and cooperative learning for students does not typically provide hints for making it work in the classroom. This and subsequent articles in this series will discuss tips and tricks that help to make classroom activities successful. This first article gives a brief background on active and cooperative learning. The background for dramas or kinesthetic learning activities that get students to physically act out a concept or algorithm are also discussed along with some example activities of this type.

Kinesthetic learning in the classroom

1. SUMMARY We propose a special session focusing on kinesthetic learning activities, i.e., physically engaging classroom exercises. These might, for example, involve throwing a frisbee around the classroom to represent transfer of control in a procedure call, or simulating polygon scan conversion with rope for edges and students for pixels. The session will begin with a brief kinesthetic learning activity to motivate the value of these activities. We will follow with a variety of examples, and discuss how to deploy these in a classroom. In the middle of the session, the audience will divide into facilitated groups to design their own activities. Finally, we will all mingle to share and discuss the results. We will set up a public web forum for continued discussion and generation of new ideas.