Embodied Knowledge Construction inWriting

Satu-Maarit Frangou* (Corresponding Author), Education in the North

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    Abstract

    In cognitive and educational sciences, the writing process is an incessantly debated area, particularly when it comes to the newer methods of writing on keyboards and touchscreen devices. Despite controversies, learning through writing with digital devices remains an overlooked area of cognition. To address this gap, in this study, an embodied knowledge construction model that merges Hayes’ framework for understanding cognition and affect in writing with Wilson’s six aspects of embodied cognition was tested among six 16-year-old adolescents. The data comprised memory tests written with a pencil, laptop keyboard, mobile phone touch screen keyboard and a questionnaire. The purpose was to not only examine the adolescents’ recollection after one week of writing stories with these three modalities but also reflect and examine issues affecting the results, which would help develop and validate the embodied knowledge construction model. The results indicate that valuable information was added to the quantitative recollection scores. We have proposed further development of the model.
    Original languageEnglish
    Pages (from-to)89-105
    Number of pages17
    JournalEducation in the North
    Volume25
    Issue number3
    DOIs
    Publication statusPublished - 21 Dec 2018

    Keywords

    • writing
    • embodied cognition
    • cognition
    • embodied knowledge construction model

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