According to Winn (2003), the term ‘embodiment’ refers to “how our physical bodies serve to externalize the activities of our physical brains in order to connect cognitive activity to the environment” (p. 7). An example of this could be students using hula hoops to move around while learning about the position of each planet in the solar system or using virtual reality to understand abstract concepts. This plays an important role in learning because “bodily activity is often essential to understanding what is going on in an artificial environment” (Winn, 2003). The idea is that students will be able to better understand and be able to think more deeply about that topic/concept while also having fun.
In the article, ‘Children’s participation in a virtual epidemic in the science classroom: making connections to natural infectious diseases,’ by Neulight et al (2007), the authors examined the integration of a multi-user virtual environment (MUVE), called Whyville, within classroom curriculum about infectious diseases. The study consisted of 46 sixth-grade students who became part of Whyville; each student had their own avatar and during the four-week period, each student experienced an outbreak of a virtual epidemic called Whypox. One of the most interesting things was “when an avatar had the disease, the avatar’s appearance and ability to chat were affected… the feature of having the avatar’s appearance change allows users to experience diseases without direct physical harm to the participant which would be difficult to replicate in real life” (Neulight et al, 2007). By using a virtual environment in which students are able to touch, feel, observe and experience a complex topic such as infectious diseases, increases conceptual understanding of the disease and its effect. In traditional science classrooms, there is a heavy emphasis put on textbooks, videos and worksheets, however, by integrating a virtual environment in this context, students were able to experience what it would be like not only to have an infectious disease, but also were able to figure out cause and effect of infectious diseases. By giving students an opportunity for higher motor action and combining that with pre-conceived notions, it allowed students to expand their thinking of what they thought they knew and brought them into an environment where they were able to physically experience disease without having to actually experience it in real life.
In the article, ‘Games and immersive participatory simulations for science education: an emerging type of curricula, by Barab & Dede (2007), the authors “are focused on understanding how game-design principles and immersive participatory simulations …establish rich inquiry-based contexts for engaging scientific issues.” The authors discuss how game-like virtual learning experiences “can provide a strong sense of engagement and opportunities to learn for all students.” I think that game-like environments can increase motivation for students but there needs to be a purpose for teachers to want to use game-like principles with their students.
I would use an embodied learning approach with my math students that I have discussed in previous posts because of their struggle with the subject. I think that if my learners were not just using their brains but also their bodies to learn math, it might make a difference with the conceptual challenges that they face. These learners are always moving around so I think that this may be an approach that I would try. However, I need to research it further in order to understand it thoroughly.
Questions:
- Does one have to have to be an expert in PCK in simulations or virtual environments in order to integrate it into their practice?
- Can Embodied Learning work in all subjects at all levels of education?
References:
Barab, S., & Dede, C. (2007). Games and immersive participatory simulations for science education: an emerging type of curricula. Journal of Science Education and Technology, 16(1).
Dede, C. (2000). Emerging influences of information technology on school curriculum. Journal of Curriculum Studies, 32(2), 281-303.
Neulight, N., Kafai, Y., Kao, L., Foley, B., & Galas, C. (2007). Children’s participation in a virtual epidemic in the science classroom: making connections to natural infectious diseases. Journal of Science Education and Technology, 16(1), 47-58.
Winn, W. (2003). Learning in artificial environments: Embodiment, embeddedness, and dynamic adaptation. Technology, Instruction, Cognition and Learning, 1(1), 87-114.
Hi Sabrina,
thanks for sharing these papers and your experiences with us.
Regarding your second question: I think we must carefully consider the context of learning when deciding to try embodied learning. I cannot imagine using hulla hoops for university students 🙂
To be more serious: I would assume that embodied learning is more natural for younger students than for older students, as younger students use body + brain in a more “holistic” way than elderly who are more trained to use their brain only. So the younger the students, the more easily it should be to use movements (movements of bodies in the classroom, movements of arms to explain math, movements of objects on a table to try out new ideas etc.). When doing a quick search, I did not yet find a review on this topic, though. I would be curious how others think or know about best age groups for embodied learning?
Elske
Hi Sabrina
I like the fact that you ask some excellent questions. I do not think a teacher needs to be an expert. Tell the students that you have found a neat simulation and you are not sure how to use it — would you like to learn how to use it together.
I wonder how many teachers do not try new things because they are scared of trying new things.
A good next step might be to search some articles that shows that moving improves learning.
Christopher
Hi Christopher,
I think that many teachers do not want to look like they do not know how to do something in front of their learners, however, some of the best learning takes place when both the teacher and student explore and discover the answers together. It is that initial fear of being vulnerable. In my current school, many of the older teachers refuse to use technology and try new things because 1) they are set in their ways and refuse to change and 2) they are scared. I am sure there are many other reasons but again, the focus needs to come back to our learners and how we can meet the needs of our students.
Dear Sabrina,
I liked how you choose to connected embodied learning with virtual educational games. Indeed, the ubiquitous use of technology allowed Wang, Patrina & Feng (2015) suggests that extreme solutions allows for learners to develop deeper learning experiences.
What would you consider the most beneficial aspect of immersive experience? How is that related to embodied learning?
Sincerely,
Alice
Wang, Y. F., Petrina, S. & Feng, F. (2015). Designing VILLAGE (virtual immersive language learning environment): Immersion and presence. British Journal of Educational Technology, 47(3), 1-20.
Hi Alice:)
I think there are many benefits of immersive learning:
– Students can practice real-world skills in a safe environment
– Students can master certain techniques over and over agin without making those mistakes in the real-world and they can learn from those mistakes; they can see and understand what they did wrong and then apply new strategies
– Students can go at their own pace
With virtual reality, students’ perception can be challenged because they are able to touch and feel and experience something in a physical way. Students actually feel that they are part of the physical world even though they may just be sitting in their classroom. Learning is best achieved through experiences and virtual reality provides this in a context where it may not have been possible otherwise.
Hi Sabrina.
I don’t believe we have to be experts. In my class we have begun using a number of different tech, and many times my students are the ones who figure out issues and how to solve them. I think it is important to demonstrate the merits of risk-taking, the process of learning by collaboration, and that we don’t always know the answers or succeed as hoped, but that this also contributes to the learning experience. Three years ago I started a robotics club at my school… I still know nothing about robots, but the students had explored discovered and learned together, and the more experienced ones help out the others.
For your second question, I see embodied learning as comparable to role play and the use of analogies to understand concepts. I think it can be used at any level in any course so long as the instructor (or students) can create a physical analogy to demonstrate the concept. For example, with my grade 12 Bio, I have students line up and use their arms to demonstrate the bonding in DNA molecules. Having said that, I think embodied learning is probably most effective in supporting the learning of younger students who don’t have the language or visualization skills of older students.
Dave
Hi Dave:)
I enjoyed reading your post and you made some great points. I do not think that we have to be experts either. I think that we should be open to learning from our students as they seem to be experts in things that we are not, especially in the technology area. What better way to promote collaboration then to work along with our students and make it a positive learning environment where they can see that their teaching is learning alongside with them.
Hi Sabrina,
I had the same question in mind while reading the articles and thought to myself, “Can Embodied Learning work in all subjects at all levels of education?”
I think embodied learning is a way to express your learning. Just like writing a solution to a math problem on a piece of paper, I think one can choose a way that shows where they use their hands and body just as much as their mind to prove that the learning has happened.
Overall, great points!
GK