Embodied Cognition and Video Game Programming

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Fadjo, C., Shin, J., Lu, M.S., Chan, M. & Black, J. (2008). Embodied Cognition and Video Game Programming. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 5749-5756). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/29179.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2008
Vienna, Austria
June 30, 2008
ISBN 1-880094-65-7
  Joseph Luca & Edgar R. Weippl
AACE

More Information on EDMEDIA
Table of Contents

Authors

Cameron Fadjo, Jiwon Shin, Ming-Shen Lu, Margaret Chan, John Black, Teachers College, Columbia University, United States

Abstract

Recent research in cognitive psychology and neurophysiology has identified a connection between embodied cognition and computer programming and mathematics instruction. This paper examines the notion of embodied cognition in the context of video game programming instruction. Through the use of ‘full simulation’, novices and young children internalize (Glenberg, 1997) abstract concepts (Anderson, 2003), such as looping and variables, while ‘constructing’ (Papert & Harel, 1991) their own video games. We propose that by providing students with an opportunity to embody their cognitive process during the creation of their own video games that they will develop a deeper understanding of basic mathematical operators and computer programming concepts.

Keywords

• Mathematics
• Cognition
• Computers
• Programming
• Video

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