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Embodied Cognition and Video Game Programming PROCEEDINGS

, , , , , Teachers College, Columbia University, United States

EdMedia: World Conference on Educational Media and Technology, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE)

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.

Citation

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 EdMedia: World Conference on Educational Media and Technology 2008 (pp. 5749-5756). Association for the Advancement of Computing in Education (AACE).

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