Exploring the Impact of Interaction Modality on Students' Learning Performance. (March 2022)

• Record Type: Journal Article
• Authors: Chettaoui, Neila; Atia, Ayman; Bouhlel, Med Salim
• Is Part Of: Journal of educational computing research. Volume 60:Number 1(2022)
• Page Start: 4
• Page End: 27
• Publication Date: 2022-03
• Subjects: interaction modality -- human-computer interaction -- embodied learning pedagogy -- learning performance; Computer literacy -- Periodicals; Computer-assisted instruction -- Periodicals; Computer managed instruction -- Periodicals; Education -- Data processing -- Periodicals; 371.334
• DOI: 10.1177/07356331211027297
• Languages: English
• ISSNs: 0735-6331

Abstract

Embodied learning pedagogy highlights the interconnections between the brain, body, and the concrete environment. As a teaching method, it provides means of engaging the physical body in multimodal learning experiences to develop the students' cognitive process. Based on this perspective, several research studies introduced different interaction modalities to support the implementation of an embodied learning environment. One such case is the use of tangible user interfaces and motion-based technologies. This paper evaluates the impacts of motion-based, tangible-based, and multimodal interaction merging between tangible interfaces and motion-based technology on improving students' learning performance. A controlled study was performed at a primary school with 36 participants (aged 7 to 9), to evaluate the educational potential of embodied interaction modalities compared to tablet-based learning. The results highlighted a significant difference in the learning gains between all groups, as determined by one-way ANOVA [F (3, 32) = 6.32, p = .017], in favor of the multimodal learning interface. Findings revealed that a multimodal learning interface supporting richer embodied interaction that took advantage of affording the power of body movements and manipulation of physical objects might improve students' understanding of abstract concepts in educational contexts.