Identifying embodied metaphors in children's sound-action mappings

Publisher:
ACM
Publication Type:
Conference Proceeding
Citation:
Proceedings of IDC 2009, 2009, pp. 140 - 149
Issue Date:
2009-01
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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.
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