We developed and explored four degrees of bodily engagement - video, mouse, joystick 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 opposing forces happening simultaneously. Our theoretical framework is based on embodied learning theory by relating conceptual learning to bodily experiences. The study uses quantitative methods with 48 high-school students in a pretest-intervention-posttest design. Findings showed an increase in accuracy and a decrease in response time in all conditions. Only the haptic condition showed a significantly larger increase in accuracy, however, not a corresponding decrease in response-time compared to other conditions. This study highlights the states in which embodied learning uniquely contributes to understanding: absence of prior embodied experience, learning about a nonvisual concept related to forces, and a high congruence with the concept learned.
|Title of host publication||Proceedings of the Interaction Design and Children Conference, IDC 2020|
|Publisher||Association for Computing Machinery, Inc|
|Number of pages||6|
|State||Published - 21 Jun 2020|
|Event||2020 Interaction Design and Children Conference, IDC 2020 - London, United Kingdom|
Duration: 21 Jun 2020 → 24 Jun 2020
|Name||Proceedings of the Interaction Design and Children Conference, IDC 2020|
|Conference||2020 Interaction Design and Children Conference, IDC 2020|
|Period||21/06/20 → 24/06/20|
Bibliographical noteFunding Information:
This research was supported by the Ministry of Science, Technology and Space, Israel.
© 2020 ACM.
- attraction/repulsion forces
- chemical bonding
- computer simulation
- embodied learning
- haptic device
ASJC Scopus subject areas
- Human-Computer Interaction