Hi Simon,
In my research in full body interaction I also observed that movement
helps the cognitive process (e.g. improve learning).
Hämäläinen in his work in full body interaction used Bloom's taxonomy. I
looked further into education (e.g. Gardner...) and I found a study by
Pis(ot which found statistically significant relation between cognitive
capabilities and motor capability of coordinating the body (Cotic(,
Zurc, & Pis(ot, 2007).
Are you documenting your experiments with video? It would be interesting
to compare movement with tracking trajectories (http://www.kinovea.org/en/).
Best
Mitja
Ref:
Hämäläinen, P. (2007). /NOVEL APPLICATIONS OF REAL-TIME AUDIOVISUAL
SIGNAL PROCESSING TECHNOLOGY FOR ART AND SPORTS EDUCATION AND
ENTERTAINMENT./ Helsinki University of Technology, Telecommunications
Software and Multimedia Laboratory. Helsinki: Publications in
Telecommunications Software and Multimedia.
Bloom, B. S., Engelhard, M. D., Hill, W. H., Furst, E. J., & Krathwohl,
D. R. (1956). /Taxonomy of educational objectives. The Classification of
Educational Goals. Handbook I: Cognitive Domain./ New Zork: David McKay
Company.
Cotic(, M., Zurc, J., & Pis(ot, R. (2007). Movement as a method of
integrated teaching on the example of early teaching of mathematics. In
B. Koz(uh, /New paradigms and methods in educational and/ (pp. 209-226).
Los Angeles: University of California.
Kos(tomaj M. & Boh B. (2010). Design and evaluation of user's physical
experience in an Ambient Interactive Storybook and full body interaction
games. Multimedia Tools and Applications, Springer. DOI:
10.1007/s11042-010-0549-4
On 17/11/2010 08:22, Simon Clatworthy wrote:
> I have been developing a card based toolkit for service design as part of the AT-ONE project (www.service-innovation.org). The cards and tools support innovation processes based upon analysis and design of service touchpoints. They are basically cards with images and text, that function as a visual list of potential touchpoints. More information about them is available here: http://designgeneralist.blogspot.com/2010/01/customer-experience-touch-point-cards.html
>
> During evaluation of the cards, I have noticed that people use the cards in different ways, and that the tangible nature of the cards assists them with the cognitive processes they are engaged in. As an example, when laying out cards in specific relations for a task, someone will hold a card in their hand and move their hand back and fore to different groups, to consider if that card fits in the group. The movement of the card, somehow seems to assist the assessment process - "does it fit here, hmm no, maybe here ..." and the combination of tangibility, movement and cognitive process seem to combine to make the task easier.
>
> I don't think this is new knowledge, and I am certain that I have seen somewhere that this has been analysed and discussed - a taxonomy of modes of use. But, I can't find references for this. Can anyone help me?
>
> I am particularly looking at this in relation to the design of task aids, but I guess that this overlaps with the use of visualisation in workshops and even the tangibility of simple prototypes (I have plenty of references in these areas).
>
> Kind regards
>
> Simon Clatworthy
> Oslo School of Architecture and Design
--
Mitja Kostomaj
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London NW3 7TS
+44 7810 88 22 11
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