Effects of programming tools with different degrees of embodiment on learning Boolean operations-Reference-Cited by-同舟云学术

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Effects of programming tools with different degrees of embodiment on learning Boolean operations

Published:2022-01-05 Issue:5 Volume:27 Page:6211-6231
ISSN:1360-2357
Container-title:Education and Information Technologies
language:en
Short-container-title:Educ Inf Technol

Author:

Zhong Baichang^ORCID,Xia Liying,Su Siyu

Funder

Major fostering project of philosophy and social science in South China Normal University

Publisher

Springer Science and Business Media LLC

Subject

Library and Information Sciences,Education

Link

https://link.springer.com/content/pdf/10.1007/s10639-021-10884-7.pdf

Reference48 articles.

1. Anderson, R. C. (2018). Creative engagement: Embodied metaphor, the affective brain, and meaningful learning. Mind, Brain, and Education, 12(2), 72–81.

2. Barsalou, L. W. (2010). Grounded cognition: Past, present, and future. Topics in Cognitive Science, 2(4), 716–724.

3. Bishop-Clark, C., Courte, J., & Howard, E. V. (2006). Programming in pairs with Alice to improve confidence, enjoyment, and achievement. Journal of Educational Computing Research, 34(2), 213–228.

4. Castro-Alonso, J. C., Ayres, P., & Paas, F. (2015). Animations showing Lego manipulative tasks: Three potential moderators of effectiveness. Computers & Education, 85, 1–13.

5. Chao, K. J., Huang, H. W., Fang, W. C., & Chen, N. S. (2013). Embodied play to learn: Exploring Kinect-facilitated memory performance. British Journal of Educational Technology, 44(5), 151–155.

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