Achieving an in-depth understanding of unfamiliar science concepts has been found to be difficult when learners can not index science language to relevant sensorimotor experiences. Ongoing research in embodied cognition highlights the importance of relevant sensorimotor experiences in understanding and learning new information. Aiming to foster…

Now visualization courses have been taught at universities around the world. Keeping students motivated and actively engaged in this course can be a challenging task. In this paper we introduce our developed interactive learning system called VisMis (Visualization and Multi-modal Interaction System) for postgraduate scientific visualization course…

This paper explores the value of employing multiple modalities to facilitate science learning with technology. In particular, it is argued that when multiple modalities are employed, learners construct strong relations between physical movement and visual representations of motion. Body interactions with visual representations, enabled by…

Theme-based learning (TBL) refers to learning modes which adopt the following sequence: (a) finding the theme; (b) finding a focus of interest based on the theme; (c) finding materials based on the focus of interest; (d) integrating the materials to establish shared knowledge; (e) publishing and sharing the integrated knowledge. We have created an…