Submitted by BRUNO TENORIO COELHO null (brcoelh00@gmail.com) on 2017-11-28T00:35:31Z No. of bitstreams: 1 Dissertação-Bruno-final.pdf: 518219 bytes, checksum: 1bcc2b6a8cdcaa2a2fda145866f37b1c (MD5) / Submitted by BRUNO TENORIO COELHO null (brcoelh00@gmail.com) on 2017-11-28T12:13:07Z No. of bitstreams: 1 Dissertação-Bruno-final.pdf: 518219 bytes, checksum: 1bcc2b6a8cdcaa2a2fda145866f37b1c (MD5) / Submitted by BRUNO TENORIO COELHO null (brcoelh00@gmail.com) on 2017-11-28T14:22:46Z No. of bitstreams: 1 Dissertação-Bruno-final.pdf: 518219 bytes, checksum: 1bcc2b6a8cdcaa2a2fda145866f37b1c (MD5) / Submitted by BRUNO TENORIO COELHO null (brcoelh00@gmail.com) on 2017-11-28T14:31:58Z No. of bitstreams: 1 Dissertação-Bruno-final.pdf: 518219 bytes, checksum: 1bcc2b6a8cdcaa2a2fda145866f37b1c (MD5) / Submitted by BRUNO TENORIO COELHO null (brcoelh00@gmail.com) on 2017-11-28T14:37:46Z No. of bitstreams: 1 Dissertação-Bruno-final.pdf: 518219 bytes, checksum: 1bcc2b6a8cdcaa2a2fda145866f37b1c (MD5) / Submitted by BRUNO TENORIO COELHO null (brcoelh00@gmail.com) on 2017-11-28T19:04:29Z No. of bitstreams: 1 Dissertação-Bruno-final.pdf: 518219 bytes, checksum: 1bcc2b6a8cdcaa2a2fda145866f37b1c (MD5) / Submitted by BRUNO TENORIO COELHO null (brcoelh00@gmail.com) on 2017-11-30T18:58:22Z No. of bitstreams: 1 Dissertação-Bruno-final.pdf: 518219 bytes, checksum: 1bcc2b6a8cdcaa2a2fda145866f37b1c (MD5) / Submitted by BRUNO TENORIO COELHO null (brcoelh00@gmail.com) on 2017-12-04T14:43:24Z No. of bitstreams: 1 Dissertação-Bruno-final.pdf: 518219 bytes, checksum: 1bcc2b6a8cdcaa2a2fda145866f37b1c (MD5) / Submitted by BRUNO TENORIO COELHO null (brcoelh00@gmail.com) on 2017-12-05T14:11:15Z No. of bitstreams: 1 Dissertação-Bruno-final.pdf: 518219 bytes, checksum: 1bcc2b6a8cdcaa2a2fda145866f37b1c (MD5) / Approved for entry into archive by Satie Tagara (satie@marilia.unesp.br) on 2017-12-07T17:47:44Z (GMT) No. of bitstreams: 1 coelho_bt_me_mar.pdf: 518219 bytes, checksum: 1bcc2b6a8cdcaa2a2fda145866f37b1c (MD5) / Made available in DSpace on 2017-12-07T17:47:44Z (GMT). No. of bitstreams: 1 coelho_bt_me_mar.pdf: 518219 bytes, checksum: 1bcc2b6a8cdcaa2a2fda145866f37b1c (MD5) Previous issue date: 2017-09-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A hipótese da mente estendida afirma não existir um limite identificável para os processos cognitivos, e que por vezes, eles se estendem para o ambiente. Irei neste trabalho inicialmente detalhar os argumentos que sustentam a hipótese, expondo casos onde o uso recorrente de ferramentas e tecnologias acabam se tornando um extensão do corpo. Detalho a cognição incorporada e situada, programa de pesquisa de teor revisionista que dá base para a hipótese, e questiona diretamente os pressupostos da ciência cognitiva tradicional, nomeadamente, de um agente epistêmico passivo que processa e manipula representações. Em seguida, apresento objeções que foram levantadas contra a hipótese, assim como possíveis respostas a estas objeções. Por fim, apresento uma defesa da hipótese a partir de evidências empíricas presentes na pesquisa em psicologia ecológica. / The extended-mind hypothesis states that there is no identifiable limit for cognitive processes, and that sometimes the mind extend into the environment. In this paper I will first detail the arguments that support the hypothesis, exposing cases where the recurrent use of tools and technologies end up becoming an extension of the body. I detail the embodied and situated cognition research program, who has a revisionist content that provides the basis for the hypothesis, and questions directly the presuppositions of traditional cognitive science, namely, a passive epistemic agent that processes and manipulates representations. Then I present objections that have been raised against the hypothesis, as well as possible answers to these objections. Finally, I present a defense of the hypothesis based on empirical evidence in ecological psychology research.

Orientadora: Profa. Dra Maria Teresa Carthery-Goulart / Tese (doutorado) - Universidade Federal do ABC, Programa de Pós-Graduação em Neurociência e Cognição, 2016. / De acordo com a teoria da Cognição Corporificada (Embodied Cognition) o processamento de verbos de ação ancora-se na ativação de regiões corticais motoras. Estudos recentes indicam que em pacientes com desordens motoras centrais, como a Doença de Parkinson (DP), danos na representação frontal-basal-cortical-motora levariam a prejuízos no processamento de verbos de ação. Contudo, a literatura ainda dispõe de achados contraditórios sobre quais propriedades semânticas dos verbos de ação são afetados na DP e sobre como o tipo de tarefa (tarefas controladas e automáticas de processamento) influencia o desempenho desses pacientes. A especificidade dos verbos de ação ("varrer" é mais específico e semanticamente mais complexo do que "limpar" por detalhar como a ação é desempenhada) é uma variável psicolinguística que não foi acessada nos estudos da Cognição Corporificada. Os objetivos desse estudo foram comparar o desempenho de pacientes com DP e controles saudáveis em tarefas de nomeação de figuras, fluência verbal e associação semântica visual; e investigar o processamento de verbos de ação segundo graus de especificidade, utilizando medidas de tempo de reação (TR) e acurácia (ACC) em tarefas de decisão lexical e julgamento semântico. Método: Foram avaliados pacientes com DP sem declínio cognitivo e controles saudáveis (GC ¿ Grupo controle) com aptidão visual e motora para realizar os experimentos. Para atender ao primeiro objetivo foram usados testes de lápis e papel para avaliar possível diferenças entre substantivos e verbos (Estudo 1). Para testar o segundo objetivo foram usadas tarefas computadorizadas, com estímulos classificados de acordo com variáveis psicolinguísticas. Resultados: Nossos achados indicam que a DP elicia um déficit semântico em verbos de ação que dependerá do tipo de tarefa e da exigência cognitiva imposta sobre o processamento semântico. No estudo 1 os pacientes tiveram pior desempenho em verbos em tarefas de processamento semântico mais profundo, incluindo a nomeação e a associação semântica. No estudo 2 houve diferenças na contribuição das variáveis psicolinguísticas: os pacientes com DP tiveram maior TR que os controles em palavras com maior extensão na tarefa de decisão lexical e o efeito da especificidade foi observado no julgamento semântico apenas nos pacientes com DP, eliciando TR mais rápidos aos verbos mais específicos. Discussão: Ambos os experimentos vão a favor de uma abordagem flexível da Cognição Corporificada em que o tipo de tarefa e das propriedades psicolinguísticas dos verbos. O efeito de facilitação pela especificidade semântica dos verbos nos pacientes com DP sugere um efeito compensatório interligados às funções executivas, ao acesso semântico e a um possível recrutamento dos hubs semânticos e áreas relacionadas ao processamento visual dos movimentos. Contudo, essa última suposição carece de mais investigações. / According to the Embodied Cognition action verbs processing is anchored in motor cortical activations. Recent studies indicate that patients with central motor disorders such as Parkinson's disease (PD), damage on the front-basal-cortical motor representation would lead deficits on action verbs processing. However, previous studies reported contradictory findings about the type of semantic properties of the action verbs are affected in PD and about the influence of the task (speaking, comprehension, controlled or automatic semantic processing). The specificity of action verbs ("sweep" is more specific and semantically more complex than "clean" by detailing how the action is performed) is a component that has not been accessed in the Embodied Cognition studies. The objectives of this study were to compare the performance of PD patients and healthy controls in figures naming tasks, verbal fluency and visual semantic association; and to investigate the action verbs processing according to specificity criteria, using reaction time measures (TR) and accuracy (ACC) in tasks of lexical decision task and semantic judgment. Method: We evaluated patients with PD without cognitive decline and healthy controls (CG - control group) with visual and motor fitness to perform the experiments. To meet the first objective, we used pencil and paper tests to evaluate possible differences between nouns and verbs (Study 1). To test the second objective, we used computerized tasks, with stimuli paired by psycholinguistic variables. Results: The PD elicits a semantic deficit on action verbs, but the level of deficit will depend of the task and the cognitive demands imposed on the semantic processing. In Study 1 patients had worse performance on verbs in tasks that imposed deeper semantic processing, including the naming and the semantic association. In study 2 there were differences in the contribution of psycholinguistic variables: PD patients had higher TR in lexical decision task on words with greater extent and the specificity effect was observed in the semantic judgment task only for PD patients, generating faster RT to specific action verbs. Discussion: Both experiments suggest a flexible approach of Embodied Cognition, which had relationships with task and psycolinguistic properties of verbs. The selective effect of semntic specificity of action verbs on PD patients suggest a compensatory effect that was interconected to executive functions, signal/noise of semantic retrieval and a possible recruitment of semantic hubs and visual motor processing areas. However, this last assumption needs to be better investigated.

De nombreux travaux chez l'adulte attestent de l'implication des systèmes sensori-moteurs dans les activités conceptuelles. Ce travail interroge la pertinence d'une approche incarnée de la formation des concepts et vise à fournir des éléments de compréhension quant à l'influence des actions sur la formation de concepts d'objets, en adoptant une approche développementale. Les modèles classiques du développement conceptuel suggèrent des points de départ unitaire aux premières catégories. Le modèle de Nelson souligne l'importance des interactions entre individu et environnement, et celui de Quinn et Eimas au contraire met l'accent sur la similarité perceptive comme point de départ des premières catégories. Ces modèles unitaires sont pourtant remis en cause, notamment par la variabilité des informations prises en compte pour catégoriser les objets. En défendant une approche globale, différentielle et interactionniste, nous envisagerons dans un premier temps une distinction entre domaines d'appartenance des objets (objets naturels et fabriqués) pour lui préférer ensuite une distinction en termes de manipulabilité des objets. Considérant que les caractéristiques de manipulation des objets se reflètent dans l'organisation des catégories taxonomiques, nous proposerons que les activités conceptuelles des enfants puissent être relatives aux interactions sensorielles et motrices avec les objets. Chez l'adulte, certains des résultats attestent de la nature sensori-motrice des connaissances conceptuelles et du rôle de l'action dans leur acquisition, appuyant les théories de la cognition incarnée (i.e., embodied cognition). Une série de travaux chez l'enfant de 5 à 9 ans a été conduite afin d'étudier, d'un point de vue développemental, les hypothèses d'une cognition incarnée. Les premiers testent l'existence de simulations sensori-motrices lors du traitement conceptuel. Les suivants évaluent directement le rôle des actions sur la catégorisation. Sont opposés des gestes de saisie d'objets et des gestes d'utilisation. La saisie d'objets, à pleine main ou à 2-3 doigts, permet très clairement la prise en compte d'informations structurales, utilisées ensuite comme critère de catégorisation d'objets nouveaux. Les actions d'utilisation, faire rouler ou appuyer, ont une influence moindre, plus variable selon l'âge des enfants. L'analyse des mouvements oculaires lors de la recherche de cible parmi des distracteurs similaires quant à la saisie ou à l'utilisation permet finalement de distinguer l'influence des affordances à la saisie de celle des actions elles-mêmes. Du point de vue développemental, les affordances à la saisie seraient détectées automatiquement quelles que soient les actions effectuées, dès l'âge de 5 ans, tandis que les informations issues des actions seraient prises en compte peu à peu, celles issues des actions d'utilisation intervenant plus tardivement que celles issues des actions de saisie. En outre, les performances catégorielles semblent modulées par la concordance ou la discordance entre les informations issues des actions et celles issues des affordances à la saisie. / In adults, a wide range of results argue that sensory-motor systems are involved during conceptualprocessing. Following a developmental approach, the dissertation asks whether the developmentof concepts might be embodied and deals with the influence of action on conceptual knowledge.Classical models of development suggest that conceptual knowledge develops from one mechanism.Nelson’s position argues for a derivation of concepts from the interaction children have in theirenvironment, while Quinn and Eimas rather suggest that first categories are built from visual similaritydetection. However, children variability in taking account different information when categorizingchallenges these models. We adopt a global, differential and interactionist approach to consider thatvariability in categorization might be explained by a distinction across domain (living vs. artifacts) butalso by a distinction across manipulability of objects. We further consider that manipulability of objects isreflected in the organization of taxonomic knowledge to propose that children conceptual processingare grounded in the sensorial and motor interactions they have with objects. In adults, different studiesshow that actions influences conceptual processing; these studies give support to embodiedcognition theories. We conducted seven studies in 5 – to 9- year- old children to assess the hypothesesof an embodied development of conceptual knowledge. Two studies test the hypothesis of sensorimotorsimulations during conceptual processing. The five following studies directly assessed theinfluence of action on concepts was assessed in five other studies. We contrasted the influence of graspand use. Grasp training, either with full hand or pinch, allow children to take into account volumetricinformation that is subsequently used as cue to categorize new objects. Use training, either push and rollor press, results in a weaker influence that differs with ages. Finally analyses of eye movement patternduring target identification among distractors that could be either grasped or pushed allow us todisentangle the influence of perceived grasp affordances from the influence of training by itself. From adevelopmental point of view; grasp affordances seem to be automatically detected by the age offive, and whatever the training condition. Information computed during training seems to be graduallytaken into account from seven to nine, with use information influence occurring later than graspinformation. Moreover, children performances might be modulated by the concordance or the discordance between the perception of grasp affordances and information from action training.

abstract: Statistics is taught at every level of education, yet teachers often have to assume their students have no knowledge of statistics and start from scratch each time they set out to teach statistics. The motivation for this experimental study comes from interest in exploring educational applications of augmented reality (AR) delivered via mobile technology that could potentially provide rich, contextualized learning for understanding concepts related to statistics education. This study examined the effects of AR experiences for learning basic statistical concepts. Using a 3 x 2 research design, this study compared learning gains of 252 undergraduate and graduate students from a pre- and posttest given before and after interacting with one of three types of augmented reality experiences, a high AR experience (interacting with three dimensional images coupled with movement through a physical space), a low AR experience (interacting with three dimensional images without movement), or no AR experience (two dimensional images without movement). Two levels of collaboration (pairs and no pairs) were also included. Additionally, student perceptions toward collaboration opportunities and engagement were compared across the six treatment conditions. Other demographic information collected included the students' previous statistics experience, as well as their comfort level in using mobile devices. The moderating variables included prior knowledge (high, average, and low) as measured by the student's pretest score. Taking into account prior knowledge, students with low prior knowledge assigned to either high or low AR experience had statistically significant higher learning gains than those assigned to a no AR experience. On the other hand, the results showed no statistical significance between students assigned to work individually versus in pairs. Students assigned to both high and low AR experience perceived a statistically significant higher level of engagement than their no AR counterparts. Students with low prior knowledge benefited the most from the high AR condition in learning gains. Overall, the AR application did well for providing a hands-on experience working with statistical data. Further research on AR and its relationship to spatial cognition, situated learning, high order skill development, performance support, and other classroom applications for learning is still needed. / Dissertation/Thesis / Ph.D. Educational Technology 2013

Language can be seen as a bridge between the way we think and our actions. From a social semiotic, language becomes a resource with which collective knowledge can be distributed. The way we talk about an artefact is a reflection of our conceptual understanding thereof. Often, we use conceptual metaphors to communicate abstract concepts in abstract reasoning domains such as computer science. Conceptual metaphors are formed in relation to primary metaphors and are grounded in sensorimotor experience. Primary metaphors can be used to analyse how we embody our conceptual understanding of specific concepts. The aims of this study are threefold: Firstly, to explore how conceptual metaphors are used by students and teachers while engaging in conversations about computer programming; secondly, to analyse the emergent conceptual metaphors to identify how teachers and students understand abstract aspects about computer programming and thirdly, to identify the sensorimotor experiences that contribute to shaping the conceptual metaphors used by the students and the teachers. Two teachers and three students from two different upper-secondary schools engaged in informal conversations regarding aspects of computer programming. The conversations were audiorecorded, and excerpts were transcribed verbatim and translated into English. The excerpts were analysed by adopting a methodological framework based on Grady’s theory of primary metaphor. Results suggest that teachers and students have a multi-faceted conceptual understanding of computer science that involves concepts such as spatial relations, similarities between objects and computer code. Other emergent aspects concerned interpersonal relationships, in relation to customer service and social skills. The findings imply that expanding the number of available conceptual metaphors could lead to a more diverse set of didactic tools in computer science education, thus increasing overall conceptual understanding. / Vårt språk kan ses som en brygga mellan det sätt vi tänker och det sätt vi agerar. Ur ett socialsemiotiskt perspektiv blir språket ett verktyg med vilket kollektiv kunskap kan distribueras. Detta gör det rimligt att säga att det sätt varpå vi talar en spegling av vår möjlighet att förstå. Vi använder ofta konceptuella metaforer för att kommunicera abstrakta koncept som exempelvis datavetenskap. Konceptuella metaforer formas i relation till primärmetaforer, grundade i sensomotoriska erfarenheter. Primärmetaforer kan användas för att analysera hur vi kroppsligt befäster och förstår specifika koncept. Syftet med denna studie är att: i, undersöka hur konceptuella metaforer används av lärare och elever vid samtal rörande programmering, ii, använda de uppkomna konceptuella metaforerna för att identifiera lärares och elevers förståelse för abstrakta aspekter av programmering och iii, identifiera de sensomotoriska upplevelser som formar de konceptuella metaforer lärarna och eleverna använder sig av. Informella samtal kring olika aspekter av programmering genomfördes med två lärare och tre elever vid två svenska gymnasieskolor. Samtalen spelades in, varefter kortare utdrag transkriberades och översattes till engelska. Utdragen har analyserats med en metod baserad på Gradys teori om primärmetaforer. Studiens resultat visar att lärare och elever har en mångfacetterad förståelse för programmering. Deras konceptuella förståelse baseras på bland annat rumsliga relationer mellan olika objekt, skillnader och olika objekt samt relationen till kod. Andra identifierade aspekter berör interpersonella förhållanden, kundservice och social kompetens. Resultaten indikerar att en vidgad uppsättning didaktiska verktyg inom programmeringsundervisning skulle kunna öka antalet tillgängliga konceptuella metaforer relaterade till programmering och således öka den generella konceptuella förståelsen för programmering.

In this dissertation, I criticize current approaches to moral cognition research and develop an embodied account of moral cognizing. Contemporary research into moral cognizing is strongly influenced by an orthodox cognitive mindset. Modern approaches to cognitive science, especially situated, i.e., embodied-enacted, approaches emphasize the role of affectivity, emotions, bodily experiences, sociality, culture, interpersonal relationship, and dynamic interactions in human cognizing. However, these non-orthodox approaches have only occasionally been applied to the study of the moral mind. The embodied account defended analyzes moral actions in terms of an agent's engagement with the world. Agents acquire a repertoire of possible interactions with the world rooted in their sensorimotor expertise. This embodied view of moral action focuses on the role culture, sociality, and interpersonal relations play in contextualizing actions and constituting an agent's identity. Enactive theory provides a broader cognitive framework to understand embodied action and moral identity, overcoming the dominant logic of doing and being done to, opening up moral agency to a sphere of joint action.

Diese Dissertation enthält eine theoretische und empirische Untersuchung der Gestaltung interaktiver Lernmedien. Interaktivität wird hierbei breit definiert und umfasst sowohl minimal interaktive Benutzersteuerungen, die Lernenden eine Änderung der Darstellung von Lerninhalten erlauben, bis hin zu voll immersiven Umgebungen in der virtuellen Realität. Theoretisch ist die Dissertation auf den Modellen der Cognitive Load Theory und dem Ansatz der Embodied Cognition verankert. Der Ansatz der Cognitive Load Theory rät zu einem Instruktionsdesign bei dem die kognitive Belastung innerhalb einer Lernaufgabe begrenzt wird, jedoch stellt Forschung im Paradigma der Embodied Cognition zumeist die Vorteile von Aktivität für kognitive Prozesse heraus. Die Kapitel dieser Dissertation zielen darauf ab, diese zwei scheinbar widersprüchlichen Ansätze miteinander zu versöhnen. Kapitel 1 bietet einen Überblick über die Inhalte dieser Dissertation und beschreibt die Implikationen der Resultate. In Kapitel 2 wird ein weitreichender Überblick über Forschung zu Embodied Cognition im Bereich des Lernens (auch bekannt als Embodied Learning) präsentiert und eine Taxonomie des Embodied Learning wird beschrieben. Ein wichtiger Beitrag von Kapitel 2 ist die Betrachtung, dass eine Gestaltung von interaktiven Lernumgebungen, die nicht gegen die Grundsätze der Cognitive Load Theory verstoßen, möglich ist. Kapitel 3 leistet eine Reflexion über Detailfragen zur Messung der kognitiven Belastung bei Aufgaben, in denen körperliche Faktoren oder Interaktivität eine Rolle spielen. Eine wichtige Behauptung aus Kapitel 3 besteht darin, dass es Unterschiede hinsichtlich der Passung verschiedener Messinstrumente der kognitiven Belastung für Aufgaben mit einem unterschiedlichen Lehransatz geben könnte. Die Passung verschiedener Fragebogeninstrumente zur Erfassung der (extrinsischen) kognitiven Belastung wird in Kapitel 4 empirisch evaluiert. In zwei Experimenten wurde die extrinsische Belastung (d.h. jene kognitive Belastung, die aus der Umsetzung einer Lernaufgabe herrührt) mit zwei verschiedenen Fragebogeninstrumenten gemessen. Die Versuchspersonen nutzten dabei entweder eine nicht-interaktive oder eine interaktive Implementation von Lernaufgaben zur Anatomie. Bei einem der Experimente stellte sich heraus, dass der gemessene Unterschied in der extrinsischen Belastung zwischen den beiden Versionen bei einem der Fragebögen hoch und bei dem anderen gering ausfiel. Basierend auf diesem Ergebnis wird in dem Kapitel empfohlen, die extrinsische Belastung nicht als einen einheitlichen Begriff, sondern als eine Ansammlung unterschiedlicher Belastungsarten zu betrachten. Darüber hinaus werden in den drei Experimenten in Kapitel 4 Hypothesen hinsichtlich der Gestaltung von Lerntests für Medien aufgestellt, die interaktive Komponenten verwenden. Zum Abschluss zielt Kapitel 5 darauf ab, allgemeine Empfehlungen zur Verbesserung von Forschung im Paradigma der Embodied Cognition zu formulieren und greift dabei auf die Taxonomie aus Kapitel 2 zurück. Insgesamt betrachtet verwendet diese Dissertation die Ansätze der Embodied Cognition und der Cognitive Load Theory um die Theorien gegenseitig anzuregen und um Ansätze zur Überarbeitung beider Theorien zu bieten. / This dissertation presents a theoretical and empirical investigation of the design of interactive learning media. Interactivity is understood in a broad sense, ranging from minimally interactive user controls allowing learners to change the display of learning contents up to fully immersive virtual reality environments. Theoretically, this dissertation is grounded in the models of cognitive load theory and embodied cognition. Cognitive load theory advises instructional designers to limit the cognitive load involved in a learning task, but embodied cognition research usually focuses on the benefits of activity for cognitive processes. The chapters in this dissertation aim to bridge the gap between these two seemingly contradicting approaches. Chapter 1 offers an overview of the contents of this dissertation and describes the implications of the results. In Chapter 2, an extended overview of embodiment research in the field of learning (also referred to as embodied learning) is presented and a taxonomy of embodied learning is outlined. Chapter 2 highlights that there may be ways of designing interactive learning settings while not infringing upon the principles of cognitive load theory. Chapter 3 affords a reflection on the intricacies of measuring cognitive load in tasks that involve embodiment or interactivity. An important assertion of Chapter 3 is that there may be differences in the suitability of different cognitive load measurement instruments for tasks differing in their instructional approach. The suitability of different cognitive load survey instruments for measuring (extraneous) cognitive load is empirically evaluated in Chapter 4. In two experiments, extraneous load (i.e., cognitive load brought about by the implementation of a learning task) was measured using two different cognitive load surveys. Participants either used a noninteractive or an interactive implementation of anatomy learning tasks. In one experiment, the difference in extraneous load between the two versions was high for one survey and low for another survey. Based on this result, the chapter recommends to view extraneous load not as a uniform concept, but rather as a collection of different load types. Moreover, the three studies in Chapter 4 test hypotheses concerning the design of tests for media using interactive learning components. Finally, Chapter 5 intends to formulate general recommendations for advancing embodied cognition research, thereby drawing on the taxonomy of Chapter 2. In sum, this dissertation uses embodied cognition and cognitive load theory to inform each other and to provide a starting point for upgrades for both theories.

Research on learning and education is increasingly influenced by theories of embodied cognition. Several embodiment-based interventions have been empirically investigated, including gesturing, interactive digital media, and bodily activity in general. This review aims to present the most important theoretical foundations of embodied cognition and their application to educational research. Furthermore, we critically review recent research concerning the effectiveness of embodiment interventions and develop a taxonomy to more properly characterize research on embodied cognition. The main dimensions of this taxonomy are bodily engagement (i.e. how much bodily activity is involved) and task integration (i.e. whether bodily activities are related to a learning task in a meaningful way or not). By locating studies on the 2 × 2 grid resulting from this taxonomy and assessing the corresponding learning outcomes, we identify opportunities, problems, and challenges of research on embodied learning.

No description available.

Nous présentons dans cette thèse les bases d’un dialogue entre le modèle cognitif dit ‘incarné’ et le développement de styles et techniques d’interaction pour les interfaces graphiques en 3 dimensions. Ce modèle cognitif, structuré entre autres par Lakoff et Johnson, décrit les correspondances métaphoriques que nous construisons naturellement entre des idées abstraites et les modèles mentaux provenant de notre expérience perceptive. Dortier résume la cognition incarnée en disant que les idées ont des formes, des couleurs, suscitent des goûts et des dégoûts. Cette vision intégrée des systèmes perceptifs et cognitifs s’applique non seulement à la représentation mentale des objets ou des personnes, mais aussi aux idées abstraites quelles soient morales, philosophiques ou scientifiques.Ce modèle met en évidence le rôle de ces corrélations en tant que source de compréhension et d’action et a fait émerger le concept d’interfaces énactives. Aujourd’hui elles se présentent comme un regard commun sur les projets émergents d’interfaces homme-machine. Des projets, tels que les interfaces tangibles, les systèmes de capture de gestes et d’autres solutions logicielles et matérielles multimodales, se servent de notre aptitude à structurer métaphoriquement l’information produite par notre action sur le monde, pour créer des interfaces universellement appréhendables.Nous avons illustré l’application de ce modèle sur des projets d’interfaces graphiques pour la réalisation de tâches dans des contextes hétérogènes. Nous avons ciblé les dispositifs multimédia pour le grand public et les stratégies pour la réussite de ces interfaces en tant qu’outil pédagogique pour les musées, expositions et outils de travail collaboratifs. Notre première application est le projet de médiation graphique pour accéder à une base de données d'objets numérisés en 3D pour le Musée des Arts et Métiers. Dans ce projet les objets numérisés sont affichés selon une métaphore de fluides et particules dotés d’électromagnétisme. La navigation dans ce catalogue se veut claire et pervasive. Nous avons analysons la capacité des métaphores de construire des ponts cohérents entre les diverses plateformes d’accès au catalogue. Dans une seconde implémentation nous employons les métaphores liés à la notion visuelle de profondeur et de densité pour proposer une ligne du temps en 3 dimensions pour la visualisation de donnés temporelles pour EDF. Finalement nos synthétisons les relations entre les ensembles de métaphores pour les appliquer aux composantes d’interaction. La structure résultante se présente sous forme d’un Framework conceptuel d’agents et styles d’interaction qui peut servir en tant qu’outil de prototypage mais aussi comme catalyseur pour la conception d’interfaces innovantes. / Embodied cognition has emerged over the last decades as a new paradigm of the human reasoning system. Large numbers of researchers agree on the influences of perceptual and motor activity on our thinking and representational mechanisms. The importance of embodied mind theory is growing in the field of cognitive science. It is now the conceptual support for innovative projects in human computer interaction (HCI). The new paradigms of HCI are shifting towards the venue of natural, invisible and pervasive interfaces. Office tasks of the 80s and their related interfaces are now being replaced by multimodal commands (gesture, voice) and contextual or social inputs. From graphical user interfaces to tangible and multimodal devices, new sets of innovative interaction techniques are emerging and these can no longer rely on classic metaphors and visual analogies. To increase the meaning of new commands and representations of post-wimp interaction techniques and to build coherent and consistent metaphors between different platforms and embedded devices in our environment, researchers have turned their attention to the embodied vision of the cognitive system.We present in this thesis the embodied cognitive paradigm and how it has been adopted by the HCI community. We illustrate this model by analyzing several tasks carried out in heterogeneous environments. Thereafter, proposals are made on how museums, exhibitions and collaboration tools may use embodied metaphors as a design strategy to produce innovative multimedia devices. The first application was one of mediating access to a database of digitized 3D objects for the Museum of Arts and Crafts in Paris. In this project the digitized objects are displayed in a metaphor of fluids and particles managed by electromagnetic forces that guide the semantics of the user’s search. Browsing tasks in this catalog are intended to be clear and coherent between different platforms in order to respect the user’s levels of desired engagement. An analysis is made of the ability of metaphors to build bridges between the various platform interfaces. In the second application, metaphors related to the concept of visual depth and density was used to propose a 3D timeline so as to visualize temporal data. Finally, the framework synthesizes the embodied metaphorical mappings in a large set of components which will be applied as building blocks when prototyping interaction techniques. This structure takes the form of a conceptual Framework of interaction agents which might serve not only as a tool for prototyping interfaces but also as a catalyst for generating innovative ideas.