Embodied Learning and Semantics: Recognition and Application of Learningstrategies
| Embodied Learning and Semantics |
Recognition and Application of Perceptual and Actual Learning preferences
|Student name:||Mik Langhout|
|Second supervisor:||Jan Treur|
Waag Society focuses on Embodied Learning; how the body, not only the mind, is involved in the learning process.
Kinect technology is used for making installations that involve bodily actions as a prerequisite for learning, where Superhero Island is a prototype for learning language.
Artificial Intelligence allows to dynamically adjust content to learning performance.
Current enhancements of educational systems mostly consists of varying the level of difficulty of 'what' we learn.
Only a few systems incorporate knowledge about 'how' we learn, where learningstyle classification often happens beforehand by means of a questionnaire.
Neuropsychology is considerably inconclusive on 'how' we learn. A learningstyle is neither static nor exclusive, which is probably the reason why not yet one model is supported by empirical evidence.
Literature research provides a fundament for modelling semantic mechanisms and wordtypes in association with learningstyles.
Fleming's VARK (Visual, Auditory, Read & write, Kinesthetic) seems to be most appropriate to model learningstyles for young children i.e. 2-7 year, since their logical ability is still limited.
Experimentation is performed to find sensibility in adressing the learningstyles with different forms of content.
The system design of Superhero Island 2.0 concerns Kinect as the choice of technology, since it allows for different interaction possibilities and inherently has a multisensory approach.
This thesis aims at recognizing learningstyles from gaming data, in order to adjust the form of content in-between game levels, relatively to a dominant learningstyle.
In this sense, language is the mean, and not the end, of the learning process.