Relevant bibliographies by topics / Kinesthetic learning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Kinesthetic learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Kinesthetic learning"

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Tloczynski, Joseph. "Attention and Visual Dominance in Motor Learning." Perceptual and Motor Skills 76, no. 2 (April 1993): 655–66. http://dx.doi.org/10.2466/pms.1993.76.2.655.

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Two experiments examined the role of attention in visual dominance during motor learning. On the movement task 10 acquisition trials were given; each included a movement presentation and a blindfolded reproduction. After completion of acquisition trials and a 5-min. interval, subjects were given 5 retention trials with reproduction attempts only. In Exp. 1, subjects receiving only kinesthetic information during movement presentation reproduced criterion movement length more accurately than subjects receiving visual and kinesthetic information. Other subjects, presented both visual and kinesthetic stimuli for the movement, were given instructions to ignore vision and focus on kinesthesis. These subjects exhibited no effects of visual dominance in reproductions. In Exp. 2, subjects were presented visual and kinesthetic stimuli during half of the movement presentations and only kinesthetic stimuli during the other half. They did not exhibit the effects of visual dominance in reproductions. Such effects in motor learning may be modified by manipulation of attention or an alternating presentation of specific sensory stimuli.
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Riordan, Diane A. "Kinesthetic and Interpersonal Learning." Journal of Teaching in International Business 17, no. 4 (September 20, 2006): 49–62. http://dx.doi.org/10.1300/j066v17n04_04.

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Begel, Andrew, Daniel D. Garcia, and Steven A. Wolfman. "Kinesthetic learning in the classroom." ACM SIGCSE Bulletin 36, no. 1 (March 2004): 183–84. http://dx.doi.org/10.1145/1028174.971367.

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Pinzon, David, Roberto Vega, Yerly Paola Sanchez, and Bin Zheng. "Skill learning from kinesthetic feedback." American Journal of Surgery 214, no. 4 (October 2017): 721–25. http://dx.doi.org/10.1016/j.amjsurg.2016.10.018.

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B Califf, Christopher. "Incorporating Kinesthetic Learning into University Classrooms: An Example from Management Information Systems." Journal of Information Technology Education: Innovations in Practice 19 (2020): 031–45. http://dx.doi.org/10.28945/4527.

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Aim/Purpose: Students tend to learn best when an array of learning styles is used by instructors. The purpose of this paper is to add, to introduce, and to apply the concepts of kinesthetic learning and learning structures to university and STEM education. Background: The study applies the concept of kinesthetic learning and a learning structure called Think-Pair-Share to an experiential exercise about Moore’s Law in an introductory MIS classroom. The paper details the exercise and each of its components. Methodology: Students in two classes were asked to complete a short survey about their conceptual understanding of the course material before and after the experiential exercise. Contribution: The paper details the benefits of kinesthetic learning and learning structures and discusses how to apply these concepts through an experiential exercise used in an introductory MIS course. Findings: Results indicate that the kinesthetic learning activity had a positive impact on student learning outcomes. Recommendations for Practitioners: University educators can use this example to structure several other learning activities that apply kinesthetic learning principles. Recommendation for Researchers: Researchers can use this paper to study more about how to incorporate kinesthetic learning into education, and about teaching technology concepts to undergraduate students through kinesthetic learning. Impact on Society: The results of this study may be extremely beneficial for the university and STEM community and overall academic business community. Future Research: Researchers should consider longitudinal studies and other ways to incorporate kinesthetic learning activities into education.
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Supriyanto, Supriyanto, and Isbandiyah Isbandiyah. "Gaya Belajar Mahasiswa Pendidikan Sejarah STKIP PGRI Lubuklinggau." KAGANGA: Jurnal Pendidikan Sejarah dan Riset Sosial-Humaniora 1, no. 2 (December 28, 2018): 82–92. http://dx.doi.org/10.31539/kaganga.v1i2.399.

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The study aims to describe the tendency of students learning style at History Education Study Program of STKIP-PGRI Lubuklinggau. The study was a descriptive study. the subject of the study was the history students in Strategi Belajar Mengajar class. The techniques to collect the data were observation and questionnaire. The data were analyzed descriptively. The results showed that students' learning styles include visual was10,26%, audio was 15,38%, kinesthetic 46% , audiovisual was 5,13%, visual-kinesthetic was 7,69%, audio- kinesthetic was 15,38%. The most preferred leaning style was kinesthetic. In conclusion, the most preferred learning style of students in history education program was kinesthetic learning style Keywords: Learning Styles, Tendency
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Çakiroğlu, Ünal, Mustafa Güler, Melek Atabay, and Maşide Güler. "Connections Between Learning Styles and Perceived Cognitive Load in Multimedia Learning: An Experimental Study." Journal of Educational Technology Systems 48, no. 4 (April 26, 2019): 553–73. http://dx.doi.org/10.1177/0047239519844509.

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This article reports on the influence of three modalities used in three versions of instructional software designed for different learning styles. Students having visual, auditory, and kinesthetic learning styles are grouped and experimentally investigated through three different versions of the software. The results indicated that cognitive load (CL) perceptions of auditory learning style students were significantly higher than the visual and kinesthetic ones. The sources of the CL were generally perceived similarly in the groups. However, some senses by Auditory and Kinesthetic Group students were remarkable in terms of inducing CL. The study concludes with suggestions for practitioners and researchers.
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Huang, Shaochen, Boyi Dai, and Qin Zhu. "Advantage of Early Focus on Visual Information in Bi-Modal Training of Bimanual Coordination." Multisensory Research 32, no. 7 (2019): 613–33. http://dx.doi.org/10.1163/22134808-20191424.

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Abstract Previous studies have shown that learning bimanual coordination is modality-specific, and both visual and kinesthetic information about relative phase can be used to facilitate learning. However, an extended training with focus on visual information leads to the neglect of kinesthesis and a complete reliance on vision to perform the coordination. The current study explored the bi-modal training of bimanual coordination, where the participants were guided to attend to both visual and kinesthetic information to learn 90° coordination. Thirty participants in their 20s were trained for 10 sessions (two sessions a day for five days), during which they were randomly divided into three groups of 10 participants each to practice the coordination. The V–K group was focused first on visual information, and then on kinesthetic information, to learn the 90° coordination. The K–V group was focused first on kinesthetic information, and then on visual information to learn the coordination. The Random group randomly shifted their focus between visual and kinesthetic information to learn the coordination. All participants were tested as they performed the 90° coordination with and without visual information before, halfway, and after the training. The results showed that the bi-modal training yielded more improved and transferred coordination than the uni-modal training. However, among the three types of bi-modal training, the V–K schedule exhibited the most modality-specific learning and transfer. Therefore, when using both visual demonstration and physical guidance to teach bimanual coordination skills, providing visual demonstration in the early stage should be recommended.
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Cahyani, Nur, Darsikin Darsikin, and Sahrul Saehana. "Analysis of Student's Kinesthetic Activities Against Understanding the Principles of DSSC Work." Jurnal Riset Pendidikan MIPA 3, no. 2 (December 30, 2019): 69–76. http://dx.doi.org/10.22487/j25490192.2019.v3.i2.pp69-76.

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This study aims to determine how students 'kinesthetic learning activities on understanding the DSSC work principles and to determine the effect of students' kinesthetic activity processes on understanding the working principles of DSSC at Tadulako University. This research was a descriptive-qualitative study where all data is collected based on facts obtained in the field to produce descriptive data in the form of written or spoken words from the people being observed. Respondents involved in this study were 42 students. Data obtained through activity activities, interview comprehension tests, and questionnaires. The results showed that students had been learning kinesthetic activities very well, through kinesthetic activities students became more active students and felt happy. This was reinforced by active discussion, test results where most students got good grades, and interviews. It can be seen that although students' learning styles differ if the kinesthetic learning style was applied, students can easily remember and understand if they do this directly, this was reinforced by a questionnaire. The information obtained by kinesthetic learning styles complements learning styles in addition to kinesthetic.
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Siregar, Sriutami Kholila Mora, and Nurdin Bukit. "THE EFFECT OF COOPERATIVE LEARNING MODELS TYPE GROUP INVESTIGATION AND KINESTHETIC STYLE LEARNING TO SCIENCE PHYSICS SKILL PROCESS ON STUDENTS." Jurnal Pendidikan Fisika 3, no. 2 (December 1, 2014): 15. http://dx.doi.org/10.22611/jpf.v3i2.3169.

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The purposes of the research are: to determine differences in the physics skills of students with learning model Cooperative Group Investigation using concept maps and Direct Instruction teaching model, to determine differences in the physical skills of students who have high Kinesthetic Learning Styles and Learning Styles low, to determine the interaction between Models of Learning and Kinesthetic Learning Styles toward physical process skills of students. The sample in this study conducted in a cluster random sampling of two classes, where the first class as a class experiment applied learning models Cooperative Group Investigation using Concept Maps as a class and the second class of controls implemented Direct Instruction model. The instrument used in this study is physics instrument science process skills in narrative form as many as 13 questions and instrument kinesthetic learning style questionnaire that has been declared valid and reliable. The results were found: there are differences in physical science process skills students are taught by Cooperative Group Investigation learning model using Concept Maps and Direct Instruction teaching model. There are differences in physical science process skills of students who have kinesthetic learning styles and students who have low kinesthetic learning style. Interaction between learning models Cooperative Group Investigation using Concept Maps and kinesthetic learning styles in influencing the physical science process skills of students.
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Dissertations / Theses on the topic "Kinesthetic learning"

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Lieberman, Jeff I. (Jeff Ian) 1978. "Accelerated and improved motor learning and rehabilitation using kinesthetic feedback." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/38322.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2006.
Includes bibliographical references (p. 69-71).
About 21 million people in the United States [roughly 8%] have a basic motor skill inability [13], many stemming not from atrophy, but an improper mapping from the brain to the motor system. Devices exist today to aid people in rebuilding their motor system mappings, but do so in bulky, and inconvenient ways, since many of the users have adequate muscle strength, but the inability to control it properly. Hundreds of millions of people in the world participate in the arts, most of which involve motion of some sort. Typically, to become able to properly perform/paint/dance/etc, training is necessary. We learn from visual and auditory feedback, and sometimes, from the touch of a teacher. This research aims to improve the efficacy of such training with robotic touch, to enable people to become better, faster. This research proposes an augmented sensory feedback system - a lightweight comfortable wearable device that utilizes the communication channel of direct touch on the body, to give real-time feedback to the wearer about their performance in motor skill tasks. Using vibrotactile signals to indicate joint error in a user's motion, we enable a user to wear a full-body suit that provides subtle cues for the brain, as they perform a variety of motor skill tasks.
(cont.) The hope is that utilizing tactile real-time feedback will act as a dance teacher or physical therapist does: by giving muscle aid through informational touch cues, not only through force or torque. This will enable people to undergo constant therapy/training, over all joints of the body simultaneously. with higher accuracy than a therapist/teacher provides. The device will enable more rapid motor rehabilitation and postural retraining to combat repetitive strain injuries (RSIs). It will also allow allow communication between a motion expert and a student in real-time [by comparing the student's performance to an expert's]. to aid in higher level motor learning skills such as sports and dance. It will function as a tool to accelerate and deepen peoples motor learning capabilities. This thesis focuses on actuator selection and feedback mechanisms for such a suit, in a low-joint-number test, comprising elements of the upper arm. Initial tests on a 5 degree-of-freedom suit show a decrease in motion errors of roughly 21% (p = 0.015), with 15% lower steady-state error (p = 0.007) and a 7% accelerated rate of learning (p = 0.007).
by Jeff Lieberman.
S.M.
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Erickson, Heidi Erickson. "Elementary Teacher Perceptions Regarding the Use of Kinesthetic Learning Strategies." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3879.

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Researchers have shown that movement increases brain function, improves mental health, supports cognitive development for students, and reduces sedentary time, all which can influence overall health. Research concerning learning with intentional movement is limited. In the United States, Common Core State Standards (CCSS) are being mandated, and teachers are challenged to teach the standards creatively and to maximize time used for instruction. The purpose of this qualitative study was to explore the lived experiences and perceptions of elementary general education (GE) teachers who taught CCSS using a kinesthetic learning plan (KLP). Bandura's self-reinforcement and social learning theories provided the conceptual framework; the principles of interpretative phenomenological analysis were used to structure the study. Research questions were framed to understand how the teachers experienced teaching the KLP and their perceptions related to how students learned the CCSS. Data were elicited through individual interviews with 11 GE teachers from primarily rural areas in the western part United States. In vivo coding and iterative analyses revealed themes and findings. Themes included teacher understanding (confidence and comfort), implementing resources (creativity and resourcefulness), teacher feelings (pressure and success), making the mind-body connection, and teacher beliefs and perceptions about their practices. Teachers perceived KLPs as useful in teaching the CCSS and experienced support for expanding their teaching practices. Positive social change implications include helping teachers maximize instructional time and helping students achieve standards and address health needs.
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Batt, Kathleen J. "The Implementation of kinesthetic learning activities to identify geometric shapes with preschool students." Defiance College / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=def1281535832.

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Novak, Melissa A. "CASE STUDIES LISTENING TO STUDENTSUSING KINESTHETIC MOVEMENT WHILE LEARNING TO GRAPH LINEAR FUNCTIONS." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1498162366548228.

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Nordin, Ida. "Estrategias para aprender vocabulario : Un estudio piloto sobre combinaciones de estrategias de aprendizaje y métodos de enseñanza." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-17762.

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This study presents three of the many strategies that pupils can use, in order to learn vocabulary. The aim of this essay is to study the combination of three strategies of learning and three methods of teaching, and compare the three different combinations in order to find out which one of them is the most efficient for pupils who learn new vocabulary. The three strategies are visual, auditory and kinesthetic strategies.               This is a pilot study that takes place in a group of students that study Spanish as a foreign language in a Swedish school. Each combination of strategy and method is tested on the group of pupils and thereafter evaluated in a semi-structured, qualitative way that consists of a questionnaire that the students fill in after each combination has been tested.               The results of the study show that, according to the pupils, the visual and the kinesthetic strategies are the most efficient ones for the pupils that participated in the study, whereas the results of the tests that were conducted show that the visual strategy was the most efficient one. The study also concludes that every student needs to find their individual strategy to learn vocabulary in a foreign language.
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Bazier, Celeste Christine. "An Analysis of Instructor Extraversion and Student Learning Style." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/252.

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An instructor's personality may influence his or her teaching strategies and instructional style. Correspondingly, a student with a particular learning style may respond more readily to one teacher personality type as opposed to another. This quantitative research, guided by theories of personality and learning, examined the relationship between instructor level of extraversion and student visual, auditory, or kinesthetic learning modalities in a community college setting. A cross-sectional correlation design was implemented. Three hundred and two students from a community college in the southwestern United States were asked to select an instructor (past or present) they thought taught effectively and complete an observer-rated extraversion scale from the Big Five Inventory on the selected instructor. The students also self-reported their learning style using the Barsch Learning Style Inventory along with a demographic questionnaire. Upon establishing the dominant learning style of each student, a one-way ANOVA was conducted to analyze instructor's extraversion level with student's dominant style of learning. Pearson correlations were examined to determine relationships between instructor extraversion and auditory, visual, and kinesthetic learning style scores. While findings did not indicate a positive correlation between instructors' degree of extraversion and students' visual learning style scores, it did show that visual learners rated effective instructors higher on the trait of extraversion than did auditory or kinesthetic learners. In addition, further analyses indicated that auditory and kinesthetic learning style scores negatively correlated to an instructor's level of extraversion. This study's results emphasize the importance of considering both instructors' personality traits and students' learning styles in fostering an advantageous learning environment.
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Hambly, Everett E. III. "Kinesthetic teaching methods in the traditional classroom comparative spelling and vocabulary techniques." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1281.

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Spelling and vocabulary performance as measured by pre-tests and post-intervention performance for the two strategies showed that average overall improvements resulted from the use of kinesthetic teaching methodologies when compared with visual (only) methods.
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Ozer, Gabriela. "From Both Sides of the Desk: The Understanding and Application of Individual Learning Styles." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/cmc_theses/1043.

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The learning style theories, specifically the styles of auditory, visual, and kinesthetic, can have a significant influence on boosting the overall academic performance of students across the globe. The purpose of this paper is to demonstrate the qualities and implications of each style, whether positive or negative, on the individual achievement of each learner. Although much evidence has pointed to the importance of its application in the classroom, there has been research on the significance of other factors, such as neurological aspects, external influences, and controllable disciplinary actions. There is still much research to be done in regards to educational development, but one important takeaway for practice is the ability of an individual to realize their learning style in the classroom, ultimately allowing for the successful translation into various actions on daily life.
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Correa, Silmara Cristina Pasetto. "Efeitos do tipo de dica na aprendizagem de habilidades motoras de indivíduos surdos." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/39/39132/tde-01062017-101818/.

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O objetivo desse estudo foi investigar os efeitos do fornecimento de dicas visual, cinestésica, separadamente e em conjunto, na aprendizagem de habilidades motoras por indivíduos surdos. A tarefa utilizada foi o arremesso de dardo de salão. A amostra foi composta por 99 indivíduos do ensino fundamental, de ambos os sexos, sendo 62 com surdez neurossensorial bilateral (de moderadamente severa a anacusia) e 37 ouvintes, com idade média de 10,4 anos (±1,5) e 10,8 anos (±1,4), respectivamente. O estudo constou de três grupos experimentais de indivíduos surdos: dica visual (SV); dica cinestésica (SC) e dica visual e cinestésica (SVC). Para cada um destes grupos foi composto um grupo de ouvintes pareado por idade. O delineamento compreendeu: pré-teste (1 bloco de 5 arremessos); fase de aquisição (6 blocos de 10 arremessos); pós-teste (1 bloco de 5 arremessos) seguido de teste de transferência (1 bloco de 10 arremessos). Somente na fase de aquisição, a cada bloco de 10 tentativas, a dica \"cotovelo flexionado em 90º\" foi fornecida de acordo com a condição, por meio de figura (dica visual), manipulação (dica cinestésica) ou figura e manipulação (dica visual/cinestésica). As análises foram realizadas separadamente para os participantes que aprenderam (PA) e que não aprenderam (PNA) a habilidade. A identificação de indicativo de aprendizagem ocorreu mediante análise descritiva dos desempenhos individuais em relação ao erro radial absoluto. Foram consideradas para a análise não-paramétrica as variáveis precisão e consistência do desempenho (erro radial), respectivamente, erros absoluto e variável e, a tendência direcional através do erro constante; duas variáveis que expressam o padrão de resposta (temporais) e 14 variáveis que correspondem ao padrão de movimento (espaço-temporais). Os indivíduos surdos também foram avaliados quanto ao domínio da língua de sinais brasileira (LIBRAS) por meio da TVRSL 1.3. As medidas de erro, de padrão de resposta e de movimento foram obtidas através dos softwares Launcher Tracker e Kinovea. Os resultados dos PA mostraram que, com a prática, todos os grupos (surdos e ouvintes) diminuíram os erros radiais, absoluto e variável; ou seja, em termos de precisão e consistência do arremesso, aprenderam a habilidade. Na comparação entre os grupos experimentais, os resultados mostraram que o grupo SV obteve desempenho superior ao SC e ao SVC. Não foi detectada diferença na comparação entre os grupos de ouvintes em função da dica fornecida. A confirmação do melhor aproveitamento da dica visual pelos aprendizes surdos também foi verificada nos resultados relativos ao padrão de movimento. A dica visual possibilitou um melhor posicionamento do braço de arremesso, o que interferiu nas variáveis de ângulo, tempo e velocidade, resultando em maior precisão e consistência do arremesso. Estes resultados permitem concluir que: (1) A dica visual é mais eficiente em promover a aprendizagem motora dos surdos do que a dica cinestésica e a visual associada à cinestésica; (2) os efeitos da dica visual são específicos à aprendizagem dos surdos; e (3) o nível de domínio da LIBRAS dos aprendizes surdos - no caso, abaixo do esperado para a idade e escolaridade - não determina a ocorrência ou a não-ocorrência de aprendizagem de uma habilidade motora
The aim of this study was to investigation the effects of providing visual kinesthetic cues, separately and in combination, on the learning of motor skills by deaf individuals. The task used in this study was the dart throwing. The sample consisted of 99 subjects of elementary education, of both sexes, as follows: 62 with bilateral sensorineural hearing loss (from moderate/severe to anacusis) and 37 listeners, with an average age of 10.4 years (± 1.5) and 10.8 years (± 1.4), respectively. The study consisted of three experimental groups of deaf individuals: visual cue (SV); kinesthetic cue (SC) and visual and kinesthetic cue (SVC). For each of these groups, an age-matched group of listeners was composed. The project comprised: pre-test (1 block of 5 throws); acquisition phase (6 blocks of 10 throws); post-test (1 block of 5 throws) followed by transfer test (1 block of 10 throws). Only in the acquisition phase, in each block of 10 attempts, the cue \"elbow flexed at 90º\" was supplied according to the condition, by means of figure (visual cue), manipulation (kinesthetic cue) or figure and manipulation (visual-kinesthetic cue). The analysis was performed separately for the participants who learned (PA) and did not learn (PNA) of motor skill. The identification of learning occurred through a descriptive analysis of the individual performances in relation to the absolute radial error. For the non-parametric analysis, we considered the variables accuracy and consistency of performance (radial error), respectively, absolute and variable errors, and the directional trend through constant error; two variables which express the response pattern (temporal) and 14 variables that correspond to the movement pattern (spatiotemporal). Deaf individuals were evaluated concerning the mastery of the Brazilian sign language (LIBRAS) through the TVRSL 1.3. The measurements of error, standard response and motion were obtained through the software programs Launcher Tracker and Kinovea, respectively. The results of PA showed that, with practice, all groups (deaf and hearing) decreased radial errors, absolute and variable; that is, in terms of accuracy and consistency of the throw, they learned the skill. In the comparison between the experimental groups, the results showed that the SV group performed better than SC and SVC. No difference was detected in the comparison between the groups of listeners, depending on the provided cue. The confirmation of the best use of the visual cue by the deaf learners was also verified in the results related to the movement pattern. The visual cue provided a better positioning of the throwing arm, which interfered in the variables of angle, time and speed, resulting in greater precision and consistency of the throw. These results allow to conclude that: (1) the visual cue is more efficient to promote the motor learning of the deaf individuals than the kinesthetic and visual-kinesthetic cues; (2) the effects of the visual cue are specific to the learning of the deaf individuals; and (3) the mastery level of LIBRAS in deaf learners - in this case, lower than expected for their age and schooling - does not determine the occurrence or failure of a motor skill learning
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Larsson, Linda, and Marie Larsson. "Kinestetisk lärstil och lärares undervisningsmetoder : En intervjustudie om möjligheter och hinder för att främja lärandet." Thesis, University of Skövde, School of Humanities and Informatics, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-722.

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Studiens syfte var att se om det fanns möjligheter till att kunna anpassa undervisningen i ett klassrum för alla de individuella behov som ryms där. För att finna ett lämpligt svar på ovanstående fundering, beslutade författarna sig för att ta reda på vilka olika undervisningsätt det finns för de elever som lär kinestetiskt, alltså genom att få röra på sig i undervisningen. Detta gjordes genom att lärarna fick ett fiktivt case att utgå ifrån.

Studien genomfördes med en kvalitativ inriktning mot ett fenomenografiskt angreppsätt. Författarna valde att göra kvalitativa intervjuer med lärare i skolan.

Författarnas tolkningar av lärarnas svar är att de gärna skulle vilja arbeta mer i grupper inom klasserna för att kunna tillgodose alla elevers lärande. Detta gäller inte enbart det kinestetiska lärandet. Arbetssättet av lärarna skiljde sig inte nämnvärt åt, eleverna med det kinestetiska lärandet skulle ha tillgång till en stor mängd konkret material som både lockar till att bygga, fritt eller efter ritningar, samt till att konstruera mönster, vilket är matematikens bas. Lärarna försökte göra undervisningen så varierande som möjligt för att ta tillvara på elevernas förmågor. I olika teman vävdes matematiken in och användes även utomhus. Där kunde eleverna sortera föremål, leta siffror, uppskatta antal och leta efter geometriska former som var av vikt för de som lär kinestetiskt.

Resultatet visar att det var läraren som måste använda en undervisnings stil som passade eleverna med det kinestetiska lärandet, det vill säga att undervisningen inte skulle ske på lärarens villkor utan på elevernas. Det var även viktigt att använda olika metoder som läraren själv trodde på, för annars tror inte eleverna att de kommer att lyckas i sitt lärande.


Abstract

The purpose of the study was to study if there are some possibilities for adjust teaching in a classroom for all individual needs. To find a suitable answer for the above thoughts, the authors decided to find out more about which different teaching methods there are for student who learn kinesthetic, in other words the students who needs to budge in the teaching. This was done through a fictitious case which was left to the teachers to assume from.

The study was done with a qualitative direction with a phenomenographics approach. The authors conducted qualitative interviews with some teachers in school.

The authors’ interpretation from the teachers’ answer is that they want to work more within groups in the classes for satisfying all the students learning. These were pertaining not to only the student who learns kinesthetic according to the interviews. The way of teaching didn’t differ between the teachers, and, the students, who learn by the kinesthetic way, should have access to a big part of concrete material, entice to build, free or after plan, and they entice to design model, which is the mathematics basis. The teachers tried to do the teaching as rich of variation as possible to take care of the students’ abilities. In different themes the mathematics was interweaved and used outdoors. There the students could classify object, look for figure, estimate quantity and look for forms of geometry. This was very important for those who learn by the kinesthetic way.

The result shows that it is the teachers who have to use teaching styles which fits the student, who learn by the kinesthetic way. It means that the teaching should concern more to the students’ conditions than the teachers. It is also important that the teachers use different methods which the teacher believes in, otherwise the student don’t believe neither and don’t success in their learning.

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Books on the topic "Kinesthetic learning"

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Lynne, McNett, ed. Creative dance for learning: The kinesthetic link. Boston: McGraw-Hill, 2008.

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Mike, Kuczala, and Regional Training Center, eds. The kinesthetic classroom: Teaching and learning through movement. Thousand Oaks: Corwin Press, 2010.

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Lengel, Traci. The kinesthetic classroom: Teaching and learning through movement. Thousand Oaks: Corwin Press, 2010.

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Teaching writing to visual, auditory, and kinesthetic learners. Thousand Oaks: Corwin Press, 2006.

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A recipe book for tutors: Teaching the kinesthetic learner. Lanham, Md: Rowman & Littlefield Education, 2008.

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Patterson, Marilyn Nikimaa. Every body can learn: Engaging the bodily-kinesthetic intelligence in the everyday classroom. Tucson, Ariz: Zephyr Press, 1997.

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Zike, Dinah. Dinah Zike's foldables and VKVs for phonics, spelling and vocabulary: A photographic reference guide for kinesthetic learning : preK - 3rd grade. San Antonio, Tex: Dinah-Might Adventures, 2007.

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Smith, Christi-Ann. Does kinesthesis of the arm and wrist aid in the learning of a pencil maze. Sudbury, Ont: Laurentian University, Department of Psychology, 1995.

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A, Wrisberg Craig, ed. Motor learning and performance: A situation-based learning approach. 4th ed. Champaign, IL: Human Kinetics, 2008.

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A, Wrisberg Craig, ed. Motor learning and performance. 2nd ed. Champaign, IL: Human Kinetics, 2000.

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Book chapters on the topic "Kinesthetic learning"

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Yeom, Soonja, Andrew Fluck, and Arthur Sale. "Indications for Kinesthetic Learning Through Haptic Devices." In Encyclopedia of Education and Information Technologies, 1–8. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_192-1.

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Yeom, Soonja, Andrew E. Fluck, and Arthur Sale. "Indications for Kinesthetic Learning Through Haptic Devices." In Encyclopedia of Education and Information Technologies, 900–907. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_192.

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Lin, Hsien-I., Yung-Yao Chen, and Yu-Che Huang. "Whole-Body Robot Motion Learning by Kinesthetic Teaching." In Intelligent Autonomous Systems 13, 1467–79. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-08338-4_105.

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Grønbæk, Kaj, Ole Sejer Iversen, Karen Johanne Kortbek, Kaspar Rosengreen Nielsen, and Louise Aagaard. "Interactive Floor Support for Kinesthetic Interaction in Children Learning Environments." In Lecture Notes in Computer Science, 361–75. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-74800-7_32.

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Cariaga, Ada Angeli, Jay Andrae Salvador, Ma Rowena Solamo, and Rommel Feria. "Kinespell: Kinesthetic Learning Activity and Assessment in a Digital Game-Based Learning Environment." In Advances in Web Based Learning – ICWL 2009, 108–11. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03426-8_13.

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Groechel, Thomas, Roxanna Pakkar, Roddur Dasgupta, Chloe Kuo, Haemin Lee, Julia Cordero, Kartik Mahajan, and Maja J. Matarić. "Kinesthetic Curiosity: Towards Personalized Embodied Learning with a Robot Tutor Teaching Programming in Mixed Reality." In Experimental Robotics, 245–52. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71151-1_22.

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"Kinesthetic Communication." In Encyclopedia of the Sciences of Learning, 1677. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_4507.

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Demiroz, Erdem. "Kinesthetic Gaming, Cognition, and Learning." In Early Childhood Development, 744–71. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch036.

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Kinesthetic gaming, which is also called full-body gaming, is the rising star of digital gaming trends of recent years. With the integration of commercially available motion tracking systems into game consoles, players are able to control the games with kinesthetic movements without any handheld controllers. This new form of advanced human-computer interaction (HCI) allows players to interact with games in more realistic and natural ways. Because of its novelty, research in kinesthetic gameplay is limited, and experimental research on the effects of kinesthetic gaming on learning is almost non-existent. The purpose of the chapter is to investigate the philosophical foundations of kinesthetic game-playing by emphasizing the role of physical action on learning under the framework of cognitive theories and to discuss possible implications in P-12 education. The author aims to introduce kinesthetic game-playing as a powerful tool for learning and to develop new insights on gaming in P-12 education.
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Demiroz, Erdem. "Kinesthetic Gaming, Cognition, and Learning." In Advances in Game-Based Learning, 124–50. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9629-7.ch006.

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Kinesthetic gaming, which is also called full-body gaming, is the rising star of digital gaming trends of recent years. With the integration of commercially available motion tracking systems into game consoles, players are able to control the games with kinesthetic movements without any handheld controllers. This new form of advanced human-computer interaction (HCI) allows players to interact with games in more realistic and natural ways. Because of its novelty, research in kinesthetic gameplay is limited, and experimental research on the effects of kinesthetic gaming on learning is almost non-existent. The purpose of the chapter is to investigate the philosophical foundations of kinesthetic game-playing by emphasizing the role of physical action on learning under the framework of cognitive theories and to discuss possible implications in P-12 education. The author aims to introduce kinesthetic game-playing as a powerful tool for learning and to develop new insights on gaming in P-12 education.
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Ault, Christopher, Ann Warner-Ault, Ursula Wolz, and Teresa Marrin Nakra. "Kinesthetic Communication for Learning in Immersive Worlds." In Advances in Multimedia and Interactive Technologies, 102–16. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-739-8.ch006.

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Despite the maturation of the video games medium, most self-identified learning games take the traditional but flawed approach of transmitting fact-based content to the user, frequently through the superimposition of “drill and practice” quizzes on top of interactive game-play that has little inherent relationship to the subject matter. A model is described for a Spanish-learning video game that adopts a different approach, through a close integration of the learning content and the game world context, and through the application of a motion-based controller that provides the user with an innovative and pedagogically potent mechanism for communicating with the learning system. Foundational research is discussed pertaining to kinesthetic learning techniques and their potential for language acquisition. A proof-of-concept is detailed, in which the user demonstrates learning by executing appropriate gestural responses to commands or questions spoken by non-player characters. Language mastery is essential to the user’s success in the immediate game environment, and also to resolving the game’s underlying narrative.
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Conference papers on the topic "Kinesthetic learning"

1

Goldweber, Michael. "Two kinesthetic learning activities." In the 16th annual joint conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1999747.1999847.

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Begel, Andrew, Daniel D. Garcia, and Steven A. Wolfman. "Kinesthetic learning in the classroom." In the 35th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/971300.971367.

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Trilaksono, Kumianto, and Harry Budi Santoso. "Moodle Based Learning Management System Development for Kinesthetic Learning Style." In 2017 7th World Engineering Education Forum (WEEF). IEEE, 2017. http://dx.doi.org/10.1109/weef.2017.8467180.

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Wolz, Ursula, Michael Milazzo, and Meredith Stone. "Kinesthetic learning of computing via "off-beat" activities." In the 16th annual joint conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1999747.1999769.

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Miskioglu, Elif Eda, and Philip Asare. "Critically thinking about engineering through kinesthetic experiential learning." In 2017 IEEE Frontiers in Education Conference (FIE). IEEE, 2017. http://dx.doi.org/10.1109/fie.2017.8190527.

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Vazquez, Christian, Lei Xia, Takako Aikawa, and Pattie Maes. "Words in Motion: Kinesthetic Language Learning in Virtual Reality." In 2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2018. http://dx.doi.org/10.1109/icalt.2018.00069.

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Cauli, Nino, Pedro Vicente, Jaeseok Kim, Bruno Damas, Alexandre Bernardino, Filippo Cavallo, and Jose Santos-Victor. "Autonomous table-cleaning from kinesthetic demonstrations using Deep Learning." In 2018 Joint IEEE 8th International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob). IEEE, 2018. http://dx.doi.org/10.1109/devlrn.2018.8761013.

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Nagataki, Hiroyuki, Taichi Fujii, Yukiko Yamauchi, Hirotsugu Kakugawa, and Toshimitsu Masuzawa. "A kinesthetic-based collaborative learning system for distributed algorithms." In 2010 2nd International Conference on Education Technology and Computer (ICETC). IEEE, 2010. http://dx.doi.org/10.1109/icetc.2010.5529425.

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Sivilotti, Paolo A. G., and Scott M. Pike. "The suitability of kinesthetic learning activities for teaching distributed algorithms." In Proceedinds of the 38th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1227310.1227438.

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Yahya, Wan Fatin Fatihah, and Noor Maizura Mohamad Noor. "Decision Support System for Learning Disabilities Children in Detecting Visual-Auditory-Kinesthetic Learning Style." In The 7th International Conference on Information Technology. Al-Zaytoonah University of Jordan, 2015. http://dx.doi.org/10.15849/icit.2015.0115.

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