Identifying embodied metaphors in children's sound-action mappings

Bakker, S; Antle, AN; Van Den Hoven, E

Identifying embodied metaphors in children's sound-action mappings

Bakker, S Antle, AN Van Den Hoven, E

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Publication Type:: Conference Proceeding
Citation:: Proceedings of IDC 2009 - The 8th International Conference on Interaction Design and Children, 2009, pp. 140 - 149
Issue Date:: 2009-11-30

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Field	Value	Language
dc.contributor.author	Bakker, S	en_US
dc.contributor.author	Antle, AN	en_US
dc.contributor.author	Van Den Hoven, E https://orcid.org/0000-0002-0888-1426	en_US
dc.date.issued	2009-11-30	en_US
dc.identifier.citation	Proceedings of IDC 2009 - The 8th International Conference on Interaction Design and Children, 2009, pp. 140 - 149	en_US
dc.identifier.isbn	9781605583952	en_US
dc.identifier.uri	http://hdl.handle.net/10453/29907
dc.description.abstract	Physical activity and manipulating physical objects can be beneficial for learning. Earlier studies [2] have shown that interaction models that rely on unconscious and embodied knowledge (based on embodied metaphors) can benefit the learning process. However, more than one embodied metaphor might be applicable. In this paper, we present the results of a user study (n=65) designed to identify embodied metaphors seven to nine year old children use when enacting abstract concepts related to musical sound. The results provide evidence that multiple different embodied metaphors can unconsciously be used to structure the understanding of these concepts. In addition, we have identified and categorized commonly used metaphors based on the children's enactments of changing sound concepts. Copyright 2009 ACM.	en_US
dc.relation.ispartof	Proceedings of IDC 2009 - The 8th International Conference on Interaction Design and Children	en_US
dc.relation.isbasedon	10.1145/1551788.1551812	en_US
dc.title	Identifying embodied metaphors in children's sound-action mappings	en_US
dc.type	Conference Proceeding
utslib.for	120304 Digital and Interaction Design	en_US
dc.location.activity	Como, Italy	en_US
dc.location.activity	Rotterdam
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Computer Science
pubs.organisational-group	/University of Technology Sydney/Strength - CCDP - Contemporary Design Practice
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US

Abstract:

Physical activity and manipulating physical objects can be beneficial for learning. Earlier studies [2] have shown that interaction models that rely on unconscious and embodied knowledge (based on embodied metaphors) can benefit the learning process. However, more than one embodied metaphor might be applicable. In this paper, we present the results of a user study (n=65) designed to identify embodied metaphors seven to nine year old children use when enacting abstract concepts related to musical sound. The results provide evidence that multiple different embodied metaphors can unconsciously be used to structure the understanding of these concepts. In addition, we have identified and categorized commonly used metaphors based on the children's enactments of changing sound concepts. Copyright 2009 ACM.

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http://hdl.handle.net/10453/29907