Identifying embodied metaphors in children's sound-action mappings

Saskia Bakker, A.N. (Alissa) Antle, E.A.W.H. Hoven, van den

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

28 Citations (Scopus)

Abstract

Physical activity and manipulating physical objects can be beneficial for learning. Earlier studies 2 have shown that interaction models that rely on unconscious and embodied knowledge (based on embodied metaphors) can benefit the learning process. However, more than one embodied metaphor might be applicable. In this paper, we present the results of a user study (n=65) designed to identify embodied metaphors seven to nine year old children use when enacting abstract concepts related to musical sound. The results provide evidence that multiple different embodied metaphors can unconsciously be used to structure the understanding of these concepts. In addition, we have identified and categorized commonly used metaphors based on the children's enactments of changing sound concepts.
Original languageEnglish
Title of host publicationProceedings of the 8th International Conference on Interaction Design and Children (IDC 09), 03-05 Juny 2009, Como, Italy
EditorsP. Paolini
Place of PublicationNew York
PublisherAssociation for Computing Machinery, Inc
Pages140-149
ISBN (Print)978-1-60558-395-2
DOIs
Publication statusPublished - 2009
Event8th International Conference on Interaction Design and Children: IDC 2009 - Como, Italy
Duration: 3 Jun 20095 Jun 2009
http://www.idc09.polimi.it/

Conference

Conference8th International Conference on Interaction Design and Children
CountryItaly
CityComo
Period3/06/095/06/09
Internet address

Fingerprint

Dive into the research topics of 'Identifying embodied metaphors in children's sound-action mappings'. Together they form a unique fingerprint.

Cite this