TY  - JOUR
AB  - In this paper we combine motion captured data with linguistic notions (preliminary study) in a game-like tutoring system (study 1), in order to help elementary school students to better differentiate literal from metaphorical uses of motion verbs, based on embodied information. In addition to the thematic goal, we intend to improve young students' attention and spatiotemporal memory, by presenting sensorimotor data experimentally collected from thirty two participants in our motion capturing labs. Furthermore, we examine the accomplishment of tutor's goals and compare them to curriculum's approach (study 2). Sixty nine elementary school students were randomly divided in two experimental groups (game-like and traditional) and one control group, which did not undergo an intervention. All groups were tested in pre and post-tests. Even though the diagnostic pretests present a uniform picture, two way analysis of variance suggests that the experimental groups showed progress in post-tests and, more specifically, game-like group showed less wrong answers in the linguistics task and higher learning achievements compared to the other two groups. Furthermore, in the game-like condition the participants needed gradually shorter period of time to identify the avatar's actions. This finding was considered as a first indication of attentional and spatiotemporal memory's improvement, while the tutor's assistance features cultivated students' metacognitive perception.
DA  - 2018
DO  - 10.3389/fpsyg.2018.02254
KW  - motion capture data
KW  - educational (serious) game
KW  - literal meaning
KW  - metaphors
KW  - language teaching
KW  - spatiotemporal memory
LA  - eng
PY  - 2018
SN  - 1664-1078
T2  - FRONTIERS IN PSYCHOLOGY
TI  - An Embodied Tutoring System for Literal vs. Metaphorical Concepts
UR  - https://nbn-resolving.org/urn:nbn:de:0070-pub-29327638
Y2  - 2024-12-25T07:09:48
ER  -