Children appropriated their peri-personal physical space, drawing categories and boundaries with hands, arms, and whole body, including using the robot's position as a boundary marker¶
Claim · All claims
Evidence · 1 study · qualitativer2·q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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q2 i? Children used bodily actions and positions to define categories and boundaries between categories, physically drawing spaces in the air or on the floor. → Yanghee Kim · Michael Tscholl 2021
Evidence¶
Yanghee Kim · Michael Tscholl 2021¶
Yanghee Kim · Michael Tscholl. (2021). Young children's embodied interactions with a social robot. Education Tech Research Dev. https://doi.org/10.1007/s11423-021-09978-3
q2 · i? · qualitative · r2
Qualitative theme from Study Two: in response to the robot's question "what are animals?", one child stepped and pointed left for herbivores and right for carnivores, then moved both arms to encompass omnivores; another placed a hand on the floor toward the robot to separate robots from animals. Drawn spaces were typically larger than the children.
"Specifically, children used bodily actions and positions when they defined categories and the boundaries between the categories."
Discussion¶
Related Claims¶
- In triadic robot-mediated problem solving, children spontaneously embodied early mathematics and science knowledge, using gestures and whole-body movement to represent properties, processes, and reasoning sequences — related
- Much bodily-material coordination in touchscreen collaboration occurs in the space off the screen — related
- The robot's bodily movement triggered children to reposition themselves, producing a fluid, mobile learning space — related
- Gestures and bodily actions lighten cognitive load and extend mathematical ideas across group members during collaboration — related
- Body movements and positions focusing on virtual objects, and shifts away from or around them, signal key interactional collaborative events in shared VR — related
- The robot's physical position structured the learning space: its front hosted on-task activity while its back provided a peripheral space for momentary off-task behavior, seemingly allowing children to regulate their own engagement — related
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