| Title: |
Embodied Learning for Computational Thinking in a Mixed-Reality Context |
| Language: |
English |
| Authors: |
Kyungbin Kwon (ORCID 0000-0001-8646-0144); Thomas A. Brush; Keunjae Kim (ORCID 0000-0003-1090-2502); Minhwi Seo |
| Source: |
Journal of Educational Computing Research. 2025 62(8):1939-1960. |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
22 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
National Science Foundation (NSF) |
| Contract Number: |
2048989 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Early Childhood Education; Elementary Education; Grade 1; Primary Education; Grade 2 |
| Descriptors: |
Thinking Skills; Computer Science Education; Robotics; Programming; Learning Experience; Concept Formation; Intervention; Transfer of Training; Student Attitudes; Positive Attitudes; Learning Strategies; Grade 1; Grade 2; Elementary School Students; Problem Solving; Motor Reactions; Computer Simulation |
| DOI: |
10.1177/07356331241291173 |
| ISSN: |
0735-6331; 1541-4140 |
| Abstract: |
This study examined the effects of embodied learning experiences on students' understanding of computational thinking (CT) concepts and their ability to solve CT problems. In a mixed-reality learning environment, students mapped CT concepts, such as sequencing and loops, onto their bodily movements. These movements were later applied to robot programming tasks, where students used the same CT concepts in a different modality. By explicitly connecting embodied actions with programming tasks, the intervention aimed to enhance students' comprehension and transfer of CT skills. Forty-four first- and second-grade students participated in the study. The results showed significant improvements in students' CT competency and positive attitudes toward CT. Additionally, an analysis of robot programming performance identified common errors and revealed how students employed embodied strategies to overcome challenges. The effects of embodied learning and the impact of embodied learning strategies were discussed. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1448965 |
| Database: |
ERIC |