Embodied learning in the classroom: Effects on primary school children's attention and foreign language vocabulary learning
Autor: | Fred Paas, Myrto-Foteini Mavilidi, Valentin Benzing, Mirko Schmidt, David R. Lubans, Amie Wallman-Jones |
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Přispěvatelé: | Educational and Developmental Psychology |
Jazyk: | angličtina |
Rok vydání: | 2019 |
Předmět: |
education
05 social sciences Foreign language 790 Sports games & entertainment 030229 sport sciences 050105 experimental psychology Session (web analytics) Developmental psychology Test (assessment) Style (sociolinguistics) 03 medical and health sciences 0302 clinical medicine Embodied cognition Intervention (counseling) 0501 psychology and cognitive sciences 150 Psychology Psychology Inclusion (education) Applied Psychology Cognitive load |
Zdroj: | Psychology of Sport and Exercise, 43, 45-54. Elsevier |
ISSN: | 1469-0292 |
Popis: | Objectives The aim of the present study was to investigate the effects of specifically designed physical activities on primary school children’s foreign language vocabulary learning and attentional performance. Design A total of 104 children aged between 8 and 10 years were assigned to either (a) an embodied learning condition consisting of task-relevant physical activities, (b) a physical activity condition involving task-irrelevant physical activities, or (c) a control condition consisting of a sedentary teaching style. Within a 2-week teaching program, consisting of four learning sessions, children had to learn 20 foreign language words. Method Children were tested on their memory performance (cued recall test) after completion of the program and on their focused attention (d2-R test of attention) immediately after one learning session. Results Linear mixed model analyses revealed both the embodied learning (d = 1.12) and the physical activity condition (d = 0.51) as being more effective in teaching children new words than the control condition. Children’s focused attention, however, did not differ between the three conditions. Conclusions The results are discussed in the light of embodied cognition and cognitive load theory. Implications for the inclusion of specific physical activities during the school day are proposed. |
Databáze: | OpenAIRE |
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