We developed and explored four increasing levels of embodied interaction - animation, mouse, joy-stick and haptic - to support chemistry students in grasping the attraction-repulsion forces and energy changes involved in chemical bonding. These topics are difficult to grasp as there are no analogues from everyday life for both attractions and repulsions happening simultaneously. Our theoretical framework is based on embodied learning theory by relating conceptual learning to bodily experiences. The study uses quantitative and qualitative methods with 48 high-school students in a pretest-intervention-posttest design. Our findings show that there is an increase in students' conceptual understanding in all four levels of embodiment, with significant higher learning gain in the haptic condition. Additional differences in the higher embodied levels are higher resolution of the information accessed and described, more scientific descriptions of bonding, and multiple perspectives of the phenomenon.
|Title of host publication||IDC 2018 - Proceedings of the 2018 ACM Conference on Interaction Design and Children|
|Publisher||Association for Computing Machinery, Inc|
|Number of pages||7|
|State||Published - 19 Jun 2018|
|Event||17th ACM Conference on Interaction Design and Children, IDC 2018 - Trondheim, Norway|
Duration: 19 Jun 2018 → 22 Jun 2018
|Name||IDC 2018 - Proceedings of the 2018 ACM Conference on Interaction Design and Children|
|Conference||17th ACM Conference on Interaction Design and Children, IDC 2018|
|Period||19/06/18 → 22/06/18|
Bibliographical noteFunding Information:
This research was supported by the Ministry of Science, Technology and Space, Israel.
© 2018 Association for Computing Machinery.
- Attraction/repulsion forces
- Chemical bonding
- Chemical energy
- Embodied learning
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Human-Computer Interaction