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A mixed design was created using text and game-like multimedia to instruct in the content of physics. The study assessed which variables predicted learning gains after a 1-h lesson on

A mixed design was created using text and game-like multimedia to instruct in the content of physics. The study assessed which variables predicted learning gains after a 1-h lesson on the electric field. The three manipulated variables were: (1) level of embodiment; (2) level of active generativity; and (3) presence of story narrative. Two types of tests were administered: (1) a traditional text-based physics test answered with a keyboard; and (2) a more embodied, transfer test using the Wacom large tablet where learners could use gestures (long swipes) to create vectors and answers.

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    Date Created
    • 2017-05-24
    Resource Type
  • Text
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    Identifier
    • Digital object identifier: 10.1186/s41235-017-0060-9
    • Identifier Type
      International standard serial number
      Identifier Value
      2365-7464
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    Johnson-Glenberg, M. C., & Megowan-Romanowicz, C. (2017). Embodied science and mixed reality: How gesture and motion capture affect physics education. Cognitive Research: Principles and Implications, 2(1). doi:10.1186/s41235-017-0060-9

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