Research On The Influence Of Gesture Behavior On Learning Effect From The Perspective Of Embodied Cognition

Traditional cognitive science holds that human cognitive activities are similar to the process of information processing by computers,and its basic assumption is that the symbolic operation process of computers is regarded as the internal psychological process of human beings,while the mind is similar to a computer program operating representations.Since the 1980 s,people gradually began to question the mind and body dualism of traditional philosophy thought,and cognitive(embodied cognition)theory gradually be taken seriously.As a cognitive mode emerged after the rise of the second generation of cognitive science,its core view is that the body plays a very important role in the cognitive process,emphasizing that cognitive activities occur through the interaction between the body and the environment.Gesture behavior,as a way of body movement,has been proved in many studies to have a certain promotion effect on cognitive activities,and it has a certain significant impact on language expression,mathematical calculation,problem solving,creative thinking,knowledge learning,etc.Embodied cognition theory,as one of the theories to explore the cognitive model and study the effective development and implementation of education and teaching activities,is one of the research hotspots in the field of pedagogy and psychology.In this context,the study of the relationship between gesture behavior and learning effect is helpful for researchers,teachers and other educational staff to use embodied cognition theory to guide teaching and learning.Based on the embodied cognition theory,this study takes the knowledge points of chiral molecules in organic chemistry as an example to explore the influence process of gesture behavior on the learning effect,so as to reveal the basic way that embodied cognition theory can promote education and teaching.Based on this,this study mainly discusses the following three questions:Question 1: How do different types of gesture behaviors influence learning outcomes?Question 2: What is the process of learning gesture behavior?Question 3: How do students perceive different gesture behaviors?This study adopts literature research,experimental research,questionnaire survey and content analysis.This study took chiral molecules in chemistry as an example,and selected 100 students from School of Education Science and Technology of Nanjing University of Posts and Telecommunications as subjects for experimental research.Participants were randomly assigned to one of three groups:the small gesture group(n=25),the large gesture group(n=50),and the no-gesture group(n=25).After learning the instructional video,all participants were asked to use the corresponding gesture behavior strategy to solve the stereomolecular configuration problem.During the experiment,the participants' answers to questions,gestures and time spent were recorded by the camera.Excel and SPSS software were used to sort out,code and analyze participants' gesture behavior data,test data and questionnaire data.Researches show that: first,different types of gesture behavior have different effects on students' learning effect.Second,small gestures are more likely to be accepted than large gestures and other physical behaviors with a higher degree of participation,and have a more significant effect on learning.Thirdly,during the experiment,as time goes on,the participants' thinking time,gesture time and gesture density all show a downward trend,but the accuracy of answering questions does not decrease.This shows that people use gestures to learn and solve problems in an adaptive process,but gesture has a certain stability in promoting learning effect.These findings not only contribute to the development of embodied cognition theory,but also help to clarify the criteria for the application of embodied cognition theory to instructional design and educational software development in the educational context.