Dissertations / Theses on the topic 'Kinesthetic learning'

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.

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.

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.

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.

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.

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.

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

Resumé

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.

I denna studie försöker vi finna svar på hur en praktisk lärardemonstration kan utföras på ett pedagogiskt vis. Vi undersöker även övergången från den stund som domineras av läraren till den stund som utmärks av individuellt elevarbete. Skolämnet som studien utgår ifrån är slöjd men vi tror att de utmaningar och resultat som framkommer kan appliceras även på andra skolämnen. Från svar på enkäter riktade till elever och intervjuer utförda med både lärare och elever framkommer att ett flertal aspekter spelar in för ett framgångsrikt lärande knutet till  demonstrationer. Lärarens kapacitet och förmåga att både förbereda och framföra något är viktig. Samtidigt spelar lärarens kontakt med och kunskap om, både grupp och individ, roll. Återkoppling till elever bör ske med fokus på det som utförts och som eleven kan påverka. Även faktorer av mer praktiska slag påverkar, som vid vilken tid på dagen lektionen pågår och om eleverna då är pigga eller ofokuserade. Att få demonstrationen och det efterkommande elevarbetet att vara en lärorik stund istället för något tråkigt är en utmanande, komplex och rolig del av läraryrket. Att lyckas med det kan vara avgörande för elevernas förståelse och lust att engagera sig i ämnet.
In this study we try to find answers on how a practical demonstration, performed by a teacher, can be conducted in both effective and pedagogic ways. We also explore the transition from a teacher lead period to a period defined by practical work and understanding performed by pupils. The subject studied is the swedish sloyd, but we think the challenges are mainly the same in any school subject. Through research on literature in areas such as rhetorics, leadership and pedagogy we contrast different aspects on the subject with surveys conducted on pupils and interviews with both pupils and teachers. From empirics we conclude that different aspects play important roles in succeeding with bringing a sloyd demonstration into individual pupil knowledge. The teacher’s capacity in preparation and enthralling an audience as well as his or her empathy and knowledge of the mental constitution of the class all play a part. It is also important how well the teacher gives individualized feedback, when pupils start working or no longer do work due to various reasons. Practical factors such as hour of the day and whether the pupils are alert or hungry also do contribute.  Bringing a demonstration from a dull experience into engaged pupil work is a challenging, complex and enjoyable part of a lesson. It may be crucial to the pupil’s future effort making and understanding.

Grâce au numérique, de nombreux dispositifs ont fait leur apparition dans les salles de classe et offrent ainsi la possibilité de multiplier les supports pédagogiques dans le processus d’enseignement/apprentissage. Le Tableau Blanc Interactif ou Tableau Numérique Interactif (TBI/TNI) en fait partie. Aussi, semble-t-il judicieux d’interroger les facteurs qui influencent l’effet d’un tel dispositif sur la performance scolaire, au regard des résultats contradictoires des études scientifiques sur la question.Ce travail de recherche doctorale est une recherche mixte, alliant à la fois des données quantitatives et qualitatives. A la suite de la revue de littérature, elle tente donc de répondre à la problématique suivante : Quels sont les facteurs qui influencent l’impact de l’usage du Tableau Blanc Interactif (TBI) sur la performance des élèves ?Avant la mise en œuvre de la recherche expérimentale, les hypothèses de départ présumaient que dans un processus d’enseignement/apprentissage médié par le TBI, la performance scolaire des élèves est influencée par le style d’apprentissage de l’élève d’une part, et d’autre part, qu’elle est fonction du type de motivation à l’égard du TBI.En vue de confronter ces hypothèses susmentionnées à la réalité du terrain, une procédure expérimentale de type pré-test/post-test, exécutée en deux phases, consistant à une situation d’enseignement/apprentissage sans le TBI et ensuite avec le TBI, a été menée, afin de mesurer la performance scolaire des élèves.Pour recueillir les données, les outils que sont le questionnaire, un test d’identification du style d’apprentissage selon le modèle VAK (Visuel, Auditif, Kinesthésique), les entretiens individuels semi-dirigés, une échelle de motivation et des observations in situ ont été utilisés.Suite à l’analyse des résultats obtenus à partir des alternatives non paramétriques du test de Khi2 et du test t de Student pour des échantillons appariés, des différences significatives sont observées au niveau de la performance des élèves de style d’apprentissage visuel, contrairement aux élèves ayant d’autres styles d’apprentissage majeur.L’impact de l’intervention du TBI dans le processus d’enseignement-apprentissage serait également fonction du genre et de la motivation de l’élève vis-à-vis du TBI. En effet, on constate que les élèves de sexe masculin et les élèves ayant une motivation autodéterminée à l’égard de l’outil technologique ont vu leurs performances augmenter significativement
Thanks to digital technology, many devices have appeared in classrooms and offer the possibility of multiplying teaching aids in the teaching / learning process. The interactive whiteboard (TBI / TNI) is one of them. Thus, it seems judicious to question the factors that influence the effect of such a device on school performance, given the contradictory results of scientific studies on the subject.This doctoral research work is a mixed research, combining both quantitative and qualitative data. As a result of the literature review, she tries to answer the following question: What are the factors that influence the impact of the use of the Interactive Whiteboard (IWB) on student performance?Prior to the implementation of experimental research, initial assumptions assumed that in an interactive whiteboard-mediated teaching / learning process, students' academic performance is influenced by the student's learning style of learning. on the one hand, and on the other, that it is a function of their degree of motivation with regard to the interactive whiteboard.In order to compare these above-mentioned hypotheses with the reality on the ground, a two-phase experimental procedure consisting of a teaching / learning situation without the interactive whiteboard and then with the interactive whiteboard was conducted in order to measure student academic performance.To collect the data, the tools that are the questionnaire, a test of identification of the learning style according to the model VAK (Visual, Auditory, Kinesthetic), the semi-directed individual interviews, a scale of motivation and observations in situ have been used.Following the analysis of the results obtained from the nonparametric alternatives of the Khi2 test and Student's t test for paired samples, significant differences are observed in the performance of visual learning style students, unlike students with other major learning styles.The impact of the intervention of the whiteboard in the teaching-learning process would also depend on the student's gender and motivation towards the whiteboard. Indeed, we find that male students and students with a self-determined motivation for the technological tool have seen their performance increase significantly

Learning styles may play an important role in how students learn. Three primary types of learning styles are visual, auditory and kinesthetic. Visual learners prefer to see information to process and retain it. Auditory learners prefer to listen to or discuss information and kinesthetic, learners use their bodies and movement to take in knowledge. Students can learn through any modality, but some researchers argue they do so most effectively when their particular learning style is accommodated. Several populations of students that may be labeled as underachievers, possibly due to their preferences not matching the classroom environment. Visual and auditory learners are most frequently catered to within the classroom. Seemingly, students with kinesthetic learning preferences are often not given the chance to move and experience lessons. This prevents them from using their preferred style which allows them to concentrate on the task at hand and keeps them challenged. Experiential learning also allows students to connect classroom content to real-world applications. Educators, including school counselors, have a responsibility to educate students, teachers and parents about learning styles. Counselors can also advocate for students with different learning styles. Diversifying teaching and counseling interventions to accommodate student learning styles will help American schools function more effectively.
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碩士
國立臺南大學
數位學習科技學系碩博士班
104
The development of motion sensing input devices have been implemented for a long time. Lots of kinesthetic games had increasingly released into market. In this research, a 3D kinesthetic martial arts learning system was developed by Unity and Kinect with the advantage that motion sensing input devices can capture user’s physical gestures into the 3D space. With real-time score feedbacks from the learning system, learners are assumed to accomplish the martial arts learning without coach. The study also observed the effects from the differences between high or low Bodily – Kinesthetic Intelligence of multiple intelligences. By using the multiple intelligences test, the students were devided into high Bodily – Kinesthetic Intelligence group and low Bodily – Kinesthetic Intelligence group. Each group were randomly devided again into kinesthetic learning group and tranditional film teaching group. The learning efficacy of each group and the students’ satisfaction are the aspects of evaluation. The results show that, without the effects of multiple intelligences, the learning efficacy of kinesthic learning is slightly worse than tranditional film teaching. In high Bodily – Kinesthetic Intelligence group, the learning efficacy is much better than others, and the students’ satisfaction of kinesthetic learning is higher than tranditional film teaching.

碩士
國立臺南大學
數位學習科技學系碩博士班
107
Along with the progress of technology, we discovered the importance of animation in children's education and observed the high interest of children in animation. Therefore, this study applied the theory of limb kinesthetic intelligence to stop animation learning, using qualitative research on spindle coding and behavioral sequence analysis, and aimed at the students in the Tainan City National Primary School Creative Elementary Education Program for the fourth and fifth grade students. We will discuss the stoppage animation, the course guidance, observation and interview of the physical kinesthetic intelligence, and finally find out the influence of the physical kinesthetic intelligence theory on the schoolchildren. The purposes of our research are: 1. Explore the teaching design scheme of limb kinesthetic intelligence applied to stop animation. 2. Explore the teaching practice of limb kinesthetic intelligence applied to the stop animation course. 3. Explore the physical kinesthetic intelligence applied to students in the stop animation course learning effect. The results of this study found that students can think that their performance can be an animation. The Stop motion animations for them are also a performance in their lives. Because performances and stop motion animations both need to move, and learning how to performance can make their stop motion animation look more natural and smooth, because the imitation of body movements is more aware of the movements of the stop-motion animated characters. Students learn from their physical kinesthetic intelligence that stop motion animation needs to be photographed one by one, and learning performances to decompose movements can make your stop motion animation smoother. They can also understand the production of stop motion animation characters in more body ways. Participating in the performance, you can understand the more logical way to create a stop motion animation character. This research can also be used in the design of gifted students, which will help the future gifted students.

abstract: To be a versatile violinist, one needs interdependence of aural, visual and kinesthetic skills. This thesis introduces aural, visual and kinesthetic learning modalities, and explores the way each is used in the Suzuki, Paul Rolland, Orff, Kodály, and Dalcroze methods, as well as in Edwin Gordon’s Musical Learning Theory. Other methods and pedagogical approaches were consulted and influential in developing the curriculum, such as the teaching of Mimi Zweig, but were not included in this paper either because of an overlap with other methods or insufficient comparable material. This paper additionally presents a new curriculum for teaching beginning violin that incorporates aural, visual, and kinesthetic learning in a systematic and comprehensive manner. It also details a sequenced progression to learn new repertoire and develop proficiency with rhythm, solfège, reading and writing musical notation, and left- and right-hand technique.
Dissertation/Thesis
Doctoral Dissertation Music 2017

博士
國立中正大學
資訊工程研究所
103
Advances in technology have led to the continuous innovation in teaching and learning methods. For instance, the use of tablet PCs and the Kinect motion-sensing platform in classroom instruction have been shown to be very effective, not only in attracting and motivating students’ interest, but also by increasing their desire to participate in learning activities. The purposes of this dissertation were to provide students with gesture- and movement-based interactions in a game-based learning situation, eliciting educational benefits in part by allowing dynamic in-game activities, maintaining student interest in the learning process, and supporting deeper engagement. The games heightened the students’ awareness and experience of the learning process, strengthened their learning motivation, enhanced their flow experience, and improved their overall learning performance. The dissertation has covered three studies: The first study explored whether challenging games were more able than matching games to improve students’ motivation, flow experience, self-efficacy for technology, self-efficacy for science, feelings about a TPC game, and satisfaction with the learning approach. The findings showed that the students in the experimental group achieved better flow experience, learning performance, and satisfaction, than those in the control group. The second study explored the effectiveness of a multi-touch interactive jigsaw puzzle in the learning of geographical concepts. Both studies revealed statistically significant differences between experimental and control groups on measures of learning performance and satisfaction. The results indicated that the learning performance of each group significantly improved after the experiment. In particular, moderate gaming difficulty led to the best learning performance for learners. A comparison of learners who did not use scaffolding to solve problems, as opposed to those who did, showed the level of the zone of proximal development (ZPD) in this context. Moreover, the analysis of satisfaction evaluations by learners with or without scaffolding showed statistically significant differences in learning satisfaction. Finally, this study revealed that students tended to be over-reliant on scaffolding tools during the game, which prevented them from internalizing knowledge through the interactive learning process. The third study explored to compare the influence of the single-player game (treatment 1) to that of the collaborative game (treatment 2) on students’ motivation, self-efficacy for technology, attention levels, and relaxation levels. The Kinect-based game, Body and Brain Connection, was incorporated to help students enhance their attention levels and reduce their anxiety. Participants were 20 college students in a higher education institution in southern Taiwan. Results showed that students in treatment 2 achieved higher learning motivation. In addition, brainwave data revealed that during the gaming activities, students’ attention levels increased in both treatments. In educational environments, adopting the Kinect motion-sensing platform is a potentially effective method for improving students’ attention. This study suggests that instructors can use this kind of platform to create stimulating learning environments to enhance students’ learning performance. In summary, students in challenging game environments have greater flow experience and better learning performance and satisfaction. Additionally, providing appropriate learning support to students in a challenging game scenario can facilitate the ZPD. Finally, brainwave analysis revealed that students’ motivation and relaxation levels can be enhanced effectively in collaborative game situations.

碩士
國立中央大學
網路學習科技研究所
102
The main purpose of this study is to combine kinesthetic recognition technology and collaborative learning activities based on Total Physical Response (TPR) for investigating the effect of Collaborative Total Physical Response (CTPR) in English learning of vocational high school students. This study applies Kinect technology to develop a Collaborative Kinesthetic English Learning (CKEL) System which allow and two students to have collaborative learning activities in pairs. Besides, the experiment evaluation consists of using CKEL system record, pre-test, post-test, questionnaire and interview. The analysis of technology acceptance model questionnaires and interviews show that the almost participants accepted CKEL system and learning activities of the experiment. According to the analysis of Keller’s Learning Motivation ARCS Questionnaire and interviews, the participants of experimental group had more confidence in this learning activities and the experimental design could enable them to improve learning motivation. The learning outcomes of the experimental group was significantly better than the control groups in the post-test and the vocabulary part of posttest ,and the average mean of sentence part of posttest of the experimental group was higher than the control groups. In addition, the study analyzed the learning outcomes of using gestures, posture to learn different parts of speech based on TPR theory, and the results showed the verbs, nouns, adjectives learning were no significant difference. So, if the vocabulary can be combined with appropriate related action, it can be applied TPR theory to learn. Finally, this learning style can enhance learning attention of participants, also give more active learning, promoting interaction and collaboration among members of the group. Therefore, CTPR is more suitable English language learning than the traditional personal TPR, this is due to the including of interaction and dialogue can enhance participants to have more confident and active.

This dissertation is comprised of three articles that build on and support each other. The first article is an extensive literature review, and the other two are empirical studies. In this literature review, the author discussed major theories about human learning processes to guide instructional designers about effective integration of multiple modes in interactive learning environments and explored the knowledge base on representations and manipulatives in mathematics education. The first empirical study?s purpose was to investigate effects of affordances provided with virtual learning environments at different treatment durations. Students from multiple sixth-grade classes were randomly assigned to one of three treatment groups differed by allocated session time (10-, 20-, and 30-minute). The online manipulative tool (OMT), which was designed to scaffold learning in operations with rational numbers, allowed students to use the following three components in any order: (a) audio, (b) audio-visual, and (c) manipulatives. Analyses showed that students who used manipulatives most achieved highest; whereas, students who used audio-visual most achieved the second highest. Additionally, the 30-minute group used each component of OMT the least. A meaningful increase in standard algorithm use over manipulatives suggested a transition from concrete to abstract thinking. The second empirical study's purpose was to compare OMT's different representational aspects and to estimate OMT's effects on achievement and technology acceptance when compared to those of traditional classroom activities. Elementary- and middle-grade students were randomly assigned to the control group or one of three treatment groups: (a) audio-visual, (b) virtual-kinesthetic, and (c) dual-mode (virtual-kinesthetic and audio-visual combined). When the control group was compared with experimental groups, pre- and post-test results suggested that OMT was more effective than traditional classroom activities in improving students' understanding of operations with rational numbers. When the students' achievement on pre- and post-tests among experimental groups was compared, no substantial difference was found. However, students in the dual-mode group scored the highest on the technology acceptance survey. Students' technology acceptances also differed among different SES levels but not genders. The results suggested that virtual manipulatives provided additional affordances for conceptual understanding. However, students' acceptances of technology should be considered when implementing new technologies.

Thesis (M.S.)--University of Wisconsin--Madison, 1993.
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碩士
國立臺中教育大學
音樂學系碩士班
106
The purpose of this study aims to explore the changes in rhythm learning effectiveness and learning experience of children in the Artistic Talent Music Program 6th Grade Class as applying kinesthetic and visual sensory learning assisted into rhythm learning. This study is an action research with qualitative research emphasis. The boundary of this study is from November 2017 to January 2018, taking 10 weeks for this research curriculum. The subjects of this study were 16 student from the Artistic Talent Music Program 6th grade class in the Orange Elementary School (anonym) in Taichung City. The rhythmic ability of the 16 students varied. The instruments of this study include Teaching Plan Project I & II, Rhythmic Ability Test, Teacher Reflection Notes, Observer Record Sheet, Self-made Rhythm Learning Sheet, and Student Learning Feedback Sheet. The conclusion of this study as follows: 1.Given sounds before rhythm symbols, with a specific and explicit learning sequence of hearing, kinesthetic, and then visual, it is helpful to improve students’ rhythm ability. 2.The application of kinesthetic and visual sensory learning assisted rhythm learning can effectively solve the learning problems of students, such as instable beat, poor rhythmic ability and rhythm dictation. 3.Students do hands-on exercises to arrange visual graphs. Through such exercises, it can increase students' attention, learning motivation, and concentration. 4.With association learning of kinesthetic and visual sensory, it can promote students’ rhythmic learning. 5.With physically cooperative learning between/among students, it can be an effective learning manner for students’ rhythmic learning. 6.With appropriately using speech rhythm from daily life to assist in rhythmic learning, it can increase students’ learning motivation. Additionally, with kinesthetic body movement, it can enhance students’ sense of rhythm. 7.The kinesthetic and visual sensory learning assisted into rhythm learning curriculum can indeed enhance students’ effectiveness of rhythm learning and contribute to the improvement of rhythmic ability. 8.Through the kinesthetic and visual sensory learning assisted into rhythm learning approach, students are highly affirmative and have positive learning attitude. 9.Through the teaching of kinesthetic and visual sensory learning assisted into rhythm learning, it can effectively enrich teachers’ personal music professional knowledge. Based on the conclusions of this study, the researcher made several recommendations on the research process, music educators, education-related organizations and future research. Hopefully, the findings and recommendations can be helpful for music teachers and people who are engaged in music education or related to music education in the future. Keywords: Elementary Artistic Talent Music Program, Multiple Sensory Learning, Learning of Rhythm

The aim of this study was to determine the possible successes and pitfalls in implementing a process to accelerate learning and raise learner performance through a multiple intelligence approach. A study of the theory of Multiple Intelligences was conducted which also implied a thorough study of the physiology of the brain, how it learns and how it should be utilised in the classroom. A case study was conducted amongst the learners and teachers of a specific school to determine their ability, willingness to change and their performance in the application of Multiple Intelligences in the classroom. The challenges associated with the implementation of the MI approach were established through different methods. It was found that teachers have much more difficulty in adapting to a new teaching approach than the learners. Time constraints, constant monitoring and support, teacher training, teachers' attitude to change, big classes, a lack of resources and teacher resistance added to the reality which policy makers have to consider in implementing a new approach.
EDUCATIONAL STUDIES
MED (DIDACTICS)

This diploma thesis is aimed at the possibilities of the usage of physical activities in chemistry education. The theoretical part of this thesis contains the analysis of RVP ZV and RVP G, especially the content of the movement. This part is also focused on the physical activities, the types and styles of learning, especially on the kinesthetic learning style, and the motivation of pupils. The practical part of this thesis is focused on the finding of usage physical activities by teachers of chemistry. These data are obtained through interviews with chemistry teachers. These teachers also evaluated the created chemistry physical activities, which are presented in the diploma thesis. The chemistry physical activities also includes methodological instructions for users.

The aim of this investigation was to determine whether there is a significant difference in the academic achievement of sixth grade Science students when teaching styles are matched to their learning styles. The research problem is encompassed in the following question: "Is there a relationship between matching teaching and learning styles and the academic success in Science?" A quantitative approach was undertaken, specifically, the pretest-posttest control group experimental design. The population comprised of sixth grade students selected according to a non-probability sampling method of convenience. The sample comprised of two class units randomly selected. The dependent sample t-test inferential statistic was used to analyze the data collected. The results indicated a statistically significant difference between the pretest and posttest scores of the experimental group. The conclusion reached is that matching teaching styles to learning styles improves the academic success of sixth grade learners in Science.
Educational Studies
M.Ed. (Educational Psychology)