Embodied cognition posits that human-environment interaction positively impacts thinking and learning, making it a valuable pedagogical tool. Technology in teaching and learning has seen tremendous maturation, such as the development of Intelligent Tutoring Systems (ITS). However, most ITS provide static learning experiences that do not incorporate embodiment, movement, and interaction with the space around the learner. This paper examines the results of using an embodied tutoring system across three case studies with different dimensions of embodiment. In all cases, we found trends highlighting how embodied tutoring systems can support learning. We also discuss different ways to incorporate embodiment into future research on ITS.
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Wielding a gun increases judgments of others as holding guns: a randomized controlled trial
Abstract The gun embodiment effect is the consequence caused by wielding a gun on judgments of whether others are also holding a gun. This effect could be responsible for real-world instances when police officers shoot an unarmed person because of the misperception that the person had a gun. The gun embodiment effect is an instance of embodied cognition for which a person’s tool-augmented body affects their judgments. The replication crisis in psychology has raised concern about embodied cognition effects in particular, and the issue of low statistical power applies to the original research on the gun embodiment effect.Thus, the first step was to conduct a high-powered replication. We found a significant gun embodiment effect in participants’ reaction times and in their proportion of correct responses, but not in signal detection measures of bias, as had been originally reported. To help prevent the gun embodiment effect from leading to fatal encounters, it would be useful to know whether individuals with certain traits are less prone to the effect and whether certain kinds of experiences help alleviate the effect. With the new and reliable measure of the gun embodiment effect, we tested for moderation by individual differences related to prior gun experience, attitudes, personality, and factors related to emotion regulation and impulsivity. Despite the variety of these measures, there was little evidence for moderation. The results were more consistent with the idea of the gun embodiment effect being a universal, fixed effect, than being a flexible, malleable effect.
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- PAR ID:
- 10304294
- Date Published:
- Journal Name:
- Cognitive Research: Principles and Implications
- Volume:
- 5
- Issue:
- 1
- ISSN:
- 2365-7464
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Frasson, C. (Ed.)Embodied cognition posits that human-environment interac- tion positively impacts thinking and learning, making it a valuable ped- agogical tool. Technology in teaching and learning has seen tremendous maturation, such as the development of Intelligent Tutoring Systems (ITS). However, most ITS provide static learning experiences that do not incorporate embodiment, movement, and interaction with the space around the learner. This paper examines the results of using an embod- ied tutoring system across three case studies with different dimensions of embodiment. In all cases, we found trends highlighting how embodied tutoring systems can support learning. We also discuss different ways to incorporate embodiment into future research on ITS.more » « less
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