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Embodiment theory proposes that knowledge is grounded in sensorimotor systems, and that learning can be facilitated to the extent that lessons can be mapped to these systems. This study with

Embodiment theory proposes that knowledge is grounded in sensorimotor systems, and that learning can be facilitated to the extent that lessons can be mapped to these systems. This study with 109 college-age participants addresses two overarching questions: (a) how are immediate and delayed learning gains affected by the degree to which a lesson is embodied, and (b) how do the affordances of three different educational platforms affect immediate and delayed learning? Six 50 min-long lessons on centripetal force were created.

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    Date Created
    • 2016-11-25
    Resource Type
  • Text
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    Identifier
    • Digital object identifier: 10.3389/fpsyg.2016.01819
    • Identifier Type
      International standard serial number
      Identifier Value
      1664-1078

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    Johnson-Glenberg, M. C., Megowan-Romanowicz, C., Birchfield, D. A., & Savio-Ramos, C. (2016). Effects of Embodied Learning and Digital Platform on the Retention of Physics Content: Centripetal Force. Frontiers in Psychology, 7. doi:10.3389/fpsyg.2016.01819

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