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Integrating Human Movement in Learning: Advancements in Language Instruction, Multimedia, and Theory
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Bjorn de Koning; Shirong Zhang; Stoo Sepp – Educational Psychology Review, 2025
Human movement plays a foundational role in cognition and learning. This topical collection brings together theoretical and empirical work examining how gestures, physical activity, and virtual movement enhance learning in language, multimedia, and activity-based learning. Regarding language learning, interacting with virtual object improves…
Descriptors: Movement Education, Human Body, Nonverbal Communication, Multimedia Instruction
The Impact of Communication Technology vs Human-Related Factors on Classroom Performance: A Cross-Cultural Study
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Šeric, Maja – International Journal of Information and Learning Technology, 2020
Purpose: This paper examines the impact of communication technology and human-related factors on teacher, student and course performance, in particular on teacher's clarity, perceived value of the course and student learning. Design/methodology/approach: Communication technology factors are analyzed in terms of social media use, while…
Descriptors: Cross Cultural Studies, Information Technology, Learning Processes, Communication Skills
The Oxford Handbook of Deaf Studies in Learning and Cognition. Oxford Library of Psychology
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Marschark, Marc, Ed.; Knoors, Harry, Ed. – Oxford University Press, 2020
In recent years, the intersection of cognitive psychology, developmental psychology, and neuroscience with regard to deaf individuals has received increasing attention from a variety of academic and educational audiences. Both research and pedagogy have addressed questions about whether deaf children learn in the same ways that hearing children…
Descriptors: Deafness, Hearing Impairments, Learning Processes, Cognitive Ability
More Gestures Than Answers: Children Learning about Balance
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Pine, Karen J.; Lufkin, Nicola; Messer, David – Developmental Psychology, 2004
This research extends the range of domains within which children's gestures are found to play an important role in learning. The study involves children learning about balance, and the authors locate children's gestures within a relevant model of cognitive development--the representational redescription model (A. Karmiloff-Smith, 1992). The speech…
Descriptors: Learning Processes, Learning Readiness, Nonverbal Communication, Children
The Changing Role of Iconicity in Non-Verbal Symbol Learning: A U-Shaped Trajectory in the Acquisition of Arbitrary Gestures
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Namy, Laura L.; Campbell, Aimee L.; Tomasello, Michael – Journal of Cognition and Development, 2004
This article reports 2 experiments examining the changing role of iconicity in symbol learning and its implications regarding the mechanisms supporting symbol-to-referent mapping. Experiment 1 compared 18- and 26-month-olds' mapping of iconic gestures (e.g., hopping gesture for a rabbit) vs. arbitrary gestures (e.g., dropping motion for a rabbit).…
Descriptors: Nonverbal Communication, Role, Nonverbal Learning, Infants
Children's Use of Triadic Eye Gaze Information for "Mind Reading."
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Lee, Kang; Eskritt, Michelle; Symons, Lawrence A.; Muir, Darwin – Developmental Psychology, 1998
Five experiments examined children's use of eye gaze information for inferring another person's desire. Found that 4-year olds used another's eye direction to infer desires, while 3-year olds could use other nonverbal cues. Two- and 3-year olds used eye gaze for desire inference when presented dynamically with other scaffolding cues. When…
Descriptors: Age Differences, Association (Psychology), Cognitive Development, Cross Sectional Studies