What If We Look at the Body? An Embodied Perspective of Collaborative Learning

Springer Science and Business Media LLC - Tập 33 - Trang 1455-1473 - 2021
Juliene Madureira Ferreira1
1Faculty of Education and Culture, Tampere University, Tampere, Finland

Tóm tắt

The bodily experiences and implications of understanding the functioning of the human brain–body mechanism has been a center of attention in the field of cognitive neurosciences for over two decades. Research in this field has enlarged the theories of learning and development, and contributed to changes in educational practices involving language processing, mathematics, and spatial thinking; however, these changes have not yet been applied to the analysis of transversal competencies such as collaborative learning. The aim of this paper is to bridge the theoretical and applied advances in the field of embodied cognition, specifically collaborative learning. The definitions, theoretical frameworks, and current methodological approaches in the field of collaborative learning are reviewed, with a particular focus on those studies that have investigated interactive dynamics in collaborative situations. The need to take the field further by exploring the theoretical perspective of embodied cognition as a possibility that can open the field is also presented. The relevance of investigating learning in groups by analyzing bodily engagements and intersubjectivity is demonstrated and methodological considerations are raised.

Tài liệu tham khảo

Azevedo, R. (2005). Using hypermedia as a metacognitive tool for enhancing students learning. Educational Psychologist, 40(4), 199–209. Bailey, R. (2020). Educating with brain, body and world together. Interchange, 51(3), 277–291. Barkley, E. F., Cross, K. P., & Major, C. H. (2005). Collaborative learning techniques: a handbook for college faculty. Wiley. Barron, B. (2003). When smart groups fail. Journal of the Learning Sciences, 12(3), 307–359. Barsalou, L. W. (2008). Grounded cognition. Annual Review of Psychology, 59(1), 617–645. Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and teaching of 21st century skills (pp. 17–66). Springer. Borghi, A. M., & Caruana, F. (2015). Embodiment theory. International Encyclopedia of Social and Behavioral Sciences, 2, 420–426. https://doi.org/10.1016/B978-0-08-097086-8.56025-5. Borghi, A. M., & Cimatti, F. (2010). Embodied cognition and beyond: acting and sensing the body. Neuropsychologia, 48(3), 762–773. Bratman, M. E. (1992). Shared cooperative activity. Philosophical Review, 101(2), 327–341. Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219–243. https://doi.org/10.1080/00461520.2014.965823. Clark, A. (2008). Supersizing the mind: embodiment, action, and cognitive extension. Oxford University Press. Clark, A., & Chalmers, D. (1998). The extended mind. Analysis, 58(1), 7–19. https://doi.org/10.1093/analys/58.1.7. De Jaegher, H., & Di Paolo, E. (2007). Participatory sense-making: an enactive approach to social cognition. Phenomenology and the Cognitive Sciences, 6(4), 485–507. https://doi.org/10.1007/s11097-007-9076-9. De Jaegher, H., Di Paolo, E., & Gallagher, S. (2010). Can social interaction constitute social cognition? Trends in Psychology, 14(10), 441–447. Di Paolo, E. A., & De Jaegher, H. (2012). The interactive brain hypothesis. Frontiers of Human Neuroscience, 6(163). https://doi.org/10.3389/fnhum.2012.00163. Doerrfeld, A., Sebanz, N., & Shiffrar, M. (2012). Expecting to lift a box together makes the load look lighter. Psychological Research, 76(4), 467–475. Brennan, S. E., & Hanna, J. E. (2009). Partner specific adaptation in dialog. Topics in Cognitive Science, 1(2), 274–291. https://doi.org/10.1111/j.1756-8765.2009.01019.x. Engel, A. K., Maye, A., Kurthen, M., & Konig, P. (2013). Where’s the action? The pragmatic turn in cognitive science. Trends in Cognitive Science, 17(5), 202–209. https://doi.org/10.1016/j.tics.2013.03.006. Fantasia, V., De Jaegher, H., & Fasulo, A. (2014). We can work it out: an enactive look at cooperation. Frontiers of Psychology, 5, 874. Ferreira, J. M., (submitted for publication - April). Exploring collaboration in asymmetrical peer interaction in early childhood education through an enactive account of social cognition. Early Childhood Quarterly. Ferreira, J. M., Moura, G. G., & Mietto, G. S. (2020). Sociability in institutional contexts: theoretical reflections on cognitive development within peer interactions. Hu Arenas. https://doi.org/10.1007/s42087-020-00113-x. Fiorella, L., & Mayer, R. E. (2016). Effects of observing the instructor draw diagramson learning from multimedia messages. Journal of Educational Psychology, 108, 528–546. https://doi.org/10.1037/edu0000065. Gallagher, S. (2005). How the body shapes the mind. Clarendon. Gallagher, S. (2015). Invasion of the body-snatchers: how embodied cognition is being disembodied. The Philosopher’s Magazine, 68(1), 96–102. Gallagher, S., & Lindgren, R. (2015). Enactive metaphors: learning through full-body engagement. Educational Psychology Review, 27(3), 391–404. https://doi.org/10.1007/s10648-15-9327-1. Gallagher, S., & Zahavi, D. (2012). The phenomenological mind. Clarendon. Gallese, V. (2003). The roots of empathy: the shared manifold hypothesis the neural basis of intersubjectivity. Psychopathology, 36(4), 171–180. Gallese, V. (2008). Mirror neurons and the social nature of language: the neural exploitation hypothesis. Social Neuroscience, 3(3-4), 317–333. Gallese, V. (2018). Embodied simulation and its role in cognition. Reti, Saperi, Linguaggi, 7(13), 31–46. Gallese, V., & Goldman, A. (1998). Mirror neurons and the simulation theory of mind-reading. Trends in Cognitive Sciences, 1(2), 493–501. https://doi.org/10.1016/s1364-6613(98)01262-5. Gallese, V., & Sinigaglia, C. (2011). What is so special about embodied simulation? Trends in Cognitive Science, 15(11), 512–519. Gallese, V., Keysers, C., & Rizzolatti, G. (2004). A unifying view of the basis of social cognition. Trends in Cognitive Sciences, 8(9), 396–403. Glenberg, A. M., & Gallese, V. (2012). Action-based language: a theory of language acquisition, comprehension and production. Cortex, 48(7), 905–922. Goldin-Meadow, S., & Wagner, S. (2005). How our hands help us learn. Trends in Cognitive Sciences, 9(5), 234–241. Goldin-Meadow, S., Nusbaum, H., Kelly, S. D., & Wagner, S. (2001). Explaining math: gesturing lightens the load. Psychological Science, 12(6), 516–522. Goldman, A. (2012). A moderate approach to embodied cognitive science. Review of Philosophy and Psychology, 3(1), 71–88. Goldman, A., & de Vignemont, F. (2009). Is social cognition embodied? Trends in Cognitive Sciences, 13(4), 154–159. Grau, V., & Whitebread, D. (2012). Self and social regulation of learning during collaborative activities in the classroom: the interplay of individuals and group cognition. Learning and Instruction, 22(6), 401–412. Grau, V., Lorca, A., Araya, C., Urrutia, S., Ríos, D., Montagna, P., & Ibaceta, M. (2018). Socially shared regulations of learning (SSRL) and quality of talk: age differences in collaboration. New Directions for Child and Adolescent Development, 162, 11–39. Greeno, J. G. (2006). Learning in activity. In R. Sawyer (Ed.), The Cambridge handbook of learning sciences (pp. 79–96). Cambridge University Press. Gully, S. M., Devine, D. J., & Whitney, D. J. (2012). A meta-analysis of cohesion and performance. Small Group Research, 43(6), 702–725. Haataja, E., Malmberg, J., & Järvelä, S. (2018). Monitoring in collaborative learning: co-occurrence of observed behavior and physiological synchrony explored. Computers in Human Behavior, 87, 337–347. Hadwin, A. F., Wozney, L., & Pontin, O. (2005). Scaffolding the appropriation of self-regulatory activity: a social constructivist analysis changes in student–teacher discourse about graduated student portfolio. Instructional Science, 33(5-6), 413–450. Hadwin, A. F., Järvelä, S., & Miller, M. (2011). Self-regulated, co-regulated, and socially shared regulation of learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 65–84). Routledge. Haupt, G. (2015). Learning from experts: fostering extended thinking in the early phases of the design process. International Journal of Technology and Design Education, 25(4), 483–520. Hmelo-Silver, C. E., Chinn, C. A., Chan, C., & O’Donnell, A. M. (2013). Introduction: What is collaborative Learning? An overview. In C. E. Hmelo-Silver, C. A. Chinn, C. Chan, & A. M. O’Donnell (Eds.), The international handbook of collaborative learning (pp. 1–15). Routledge. Hoey, E. M., & Kendrick, K. H. (2017). Conversation analysis. In A. M. B. de Groot & P. Hagoort (Eds.), Research methods in psycholinguistics: a practical guide (pp. 151–173). Wiley Blackwell. Hubley, P., & Trevarthen, C. (1979). Sharing a task in infancy. New Directions for Child and Adolescent Development, 4, 57–80. Hurme, T., & Järvelä, S. (2005). Students’ activity in computer-supporting collaborative problem-solving in mathematics. Instructional Science, 33, 413–450. Inkster, M., Wellsby, M., Lloyd, E., & Pexman, P. M. (2016). Development of embodied word meaning: sensorimotor effects in children’s lexical processing. Frontiers in Psychology, 7, 317. https://doi.org/10.3389/fpsyg.2016.00317. Isohätälä, J. (2020). The interplay of cognitive and social-emotional processes in social interaction: process-oriented analysis of collaborative learning. [Doctoral dissertation, University of Oulu]. Acta Universitatis Ouluensis. Isohätälä, J., Järvenoja, H., & Järvelä, S. (2017). Socially shared regulation of learning and participation in social interaction in collaborative learning. International Journal of Educational Research, 81, 11–24. https://doi.org/10.1016/j.ijer.2016.10.006. Järvelä, S., & Hadwin, A. (2013). New frontiers: regulating learning in CSCL. Educational Psychologist, 48(1), 25–39. https://doi.org/10.1080/00461520.2012.748006. Järvelä, S., Järvenoja, H., & Veermans, M. (2008). Understanding dynamics of motivation in socially shared learning. International Journal of Educational Research, 47(2), 122–135. Järvelä, S., Kivikangas, J. M., Kätsyri, J., & Ravaja, N. (2014). Physiological linkage of dyadic gaming experience. Simulation & Gaming, 45(1), 24–40. https://doi.org/10.1177/1046878113513080. Järvelä, S., Järvenoja, H., Mamberg, J., Isohätälä, J., & Sobocinski, M. (2016). How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement? Learning and Instruction, 43, 39–51. https://doi.org/10.1016/.learninstruc.2016.01.005. Järvelä, S., Järvenoja, H., & Malmberg, J. (2019). Capturing the dynamic and cyclical nature of regulation: methodological progress in understanding socially shared regulation in learning. International Journal of Computer-Supported Collaborative Learning, 14(4), 425–441. https://doi.org/10.1007/s11412-019-09313-2. Järvenoja, H., Järvelä, S., & Malmberg, J. (2015). Understanding regulated learning in a situative and contextual framework. Educational Psychologist, 50(3), 204–219. Johnson-Glenberg, M. C., & Megowan-Romanowicz, C. (2017). Embodied science and mixed reality: how gestures and motion capture affect physics education. Cognitive Research: Principles and Implications, 2, 24. https://doi.org/10.1186/s41235-017-0060-9. Johnson-Glenberg, M. C., Birchfield, D. A., Tolentino, L., & Koziupa, T. (2014). Collaborative embodied learning in mixed reality motion-capture environments: two science studies. Journal of Educational Psychology, 106(1), 86–104. Kiverstein, J., & Clark, A. (2009). Introduction: Mind embodied, embedded and enacted: one church or many? Topoi, 28(1), 1–7. Knight, A. P., Kennedy, D. M., & McComb, S. A. (2016). Using recurrence analysis to examine group dynamics. Group Dynamics: Theory, Research, and Practice, 20(3), 223–241. Koivuniemi, M., Järvenoja, H., & Järvelä, S. (2018). Teacher education students’ strategic activities in challenging collaborative learning situations. Learning, Culture and Social Interaction, 19, 109–123. Koning, B. B., & Tabbers, H. K. (2011). Facilitating understanding of movements in dynamic visualization: an embodied perspective. Educational Psychology Review, 106, 1047–1058. Krueger, J. (2011). Extended cognition and the space of social interaction. Consciousness and Cognition, 20(3), 643–657. https://doi.org/10.1016/j.concog.2010.09.022. Lam, R., & Muldner, K. (2017). Manipulating cognitive engagement in preparation-to-collaborate tasks and the effects on learning. Learning and Instruction, 52, 90–101. Lindgren, R., Tscholl, M., Wang, S., & Johnson, E. (2016). Enhancing learning andengagement through embodied interaction within a mixed realitysimulation. Computers & Education, 95, 174–187. Lyre, H. (2018). Socially extended cognition and shared intentionality. Frontiers in Psychology, 9, 28. https://doi.org/10.3389/fpsyg.2018.00831. Malmberg, J., Järvenoja, H., & Järvelä, S. (2013). Patterns in elementary school students’ strategic actions in varying learning situations. Instructional Science, 41(5), 933–954. Malmberg, J., Haataja, E., Seppänen, T., & Järvelä, S. (2019). Are we together or not? The temporal interplay of monitoring, physiological arousal and physiological synchrony during collaborative exam. International Journal of Computer-Supported Collaborative Learning, 14(4), 467–490. Marttunen, M., Laurine, L., Litosseliti, L., & Lund, K. (2007). Argumentation skills as prerequisites for collaborative learning among Finnish, French, and English secondary school students. Educational Research and Evaluation, 11(4), 365–384. McCaslin, M., & Burross, H. L. (2011). Research on individual differences within a sociocultural perspective: co-regulations and adaptive learning. Teachers College Record, 113(6). McCaslin, M., & Hickey, D. T. (2001). Self-regulated learning and academic achievement: a Vygotskian view. In B. Zimmerman & D. Schunk (Eds.), Self-regulated learning and academic achievement: theory, research and practice (pp. 227–252). Erlbaum. Meteyard, L., Cuadrado, S. R., Bahrami, B., & Viglicco, G. (2012). Coming of age: a review of embodiment and the neuroscience of semantics. Cortex, 48(7), 788–804. Niedenthal, P. M., Mermillod, M., Maringer, M., & Hess, U. (2010). The simulation of smiles model: embodied simulation and the meaning of facial expression. The Behavioral and Brain Sciences, 33(6), 417–433. Nolan, S. B., & Ward, C. J. (2008). Sociocultural and situative approaches to studying motivation. In M. L. Maehr, S. Karabenick, & T. Urdan (Eds.), Advancements in motivation and achievements: social psychological perspectives (pp. 425–461). Emerald. Novack, M., & Goldin-Meadow, S. (2015). Learning from gesture: how our hands change our minds. Educational Psychology Review, 27(3), 405–412. https://doi.org/10.1007/s10648-015-9325-3. Organisation for Economic Co-operation and Development (OECD). (2010). Trends shaping education. http://www.oecd.org/edu/ceri/trendsshapingeducation2010.htm Organisation for Economic Co-operation and Development (OECD). (2019). Trends shaping education. https://doi.org/10.1787/trends_edu-2019-en Osypiuk, K., Thompson, E., & Wayne, P. M. (2018). Can Tai Chi postures shape our mood? Towards an embodied cognition framework for mind–body research. Frontiers in Human Neuroscience, 12, 174. Pandero, E., Kirschner, P., Järvelä, S., & Järvenoja, H. (2015). How individual self-regulation affects group regulation and performance: a shared regulation intervention. Small Group Research, 46(4), 431–454. Pelz, J., Hayhoe, M., & Loeber, R. (2001). The coordination of eye, head, and hand movements in a natural task. Experimental Brain Research, 139(3), 266–277. Pintrich, P. R. (2000). The role of goal orientation I self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeiner (Eds.), Handbook of self-regulated learning (pp. 451–502). Academic Press. Pouw, W. T. J. L., Eielts, C., van Gog, T., Zwaan, R. A., & Paas, F. (2016). Does (non-)meaningful sensori motor engagement promote learning with animated physical systems? Mind, Brain, and Education, 10, 91–104. Ramdass, D., & Zimmerman, B. J. (2011). Developing self-regulation skills: the important role of homework. Journal of Advanced Academics, 22(2), 194–218. Reddy, V., & Uithol, S. (2015). Engagement: looking beyond the mirror to understand action understanding. British Journal of Developmental Psychology, 34(1), 101–114. Risko, E. F., & Gilbert, S. J. (2016). Cognitive offloading. Trends in Cognitive Science, 20(9), 676–688. https://doi.org/10.1016/j.tics.2016.07.002. Roschelle, J., & Teasley, S. D. (1995). The construction of shared knowledge in collaborative problem solving. In C. O’Malley (Ed.), Computer-supported collaborative learning (pp. 69–97). Springer. Roth, W. M. (2003). From epistemic (ergotic) actions to scientific discourse: the bridging function of gestures. Pragmatics & Cognition, 11(1), 141–170. https://doi.org/10.1075/pc.11.1.06rot. Roth, W. M., & Jornet, A. G. (2013). Situated cognition. WIREs Cognitive Science, 4(5), 463–478. https://doi.org/10.1002/wcs.1242. Rowlands, M. (2003). Externalism: putting mind and world back together again. McGill-Queen’s University Press. Schneider, B., & Pea, R. (2014). Towards collaboration sensing. International Journal of Computer-Supported Collaborative Learning, 9(4), 371–395. Schneider, B., Yong, D., & Lulian, R. (2020). Unpacking the relationship between existing and new measures of physiological synchrony and collaborative learning: a mixed-method study. International Journal of Computer-Supported Collaborative Learning, 15(1), 89–113. https://doi.org/10.1007/s11412-020-09318-2. Shockley, K., Santana, M. V., & Fowler, C. A. (2003). Mutual interpersonal postural constraints are involved in cooperative conversation. Journal of Experimental Psychology: Human Perception and Performance, 29(2), 326–332. Skulmowski, A., & Rey, G. D. (2017). Bodily effort enhances learning and metacognition: investigating the relation between physical effort and cognition using dual-process models of embodiment. Advances in Cognitive Psychology, 13(1), 3–10. Skulmowski, A., & Rey, G. D. (2018). Embodied learning: introducing a taxonomy based on bodily engagement and task integration. Cognitive Research: Principles and Implications, 3(6), 6. https://doi.org/10.1186/s41235-018-0092-9. Song, H. S., Pusic, M., Nick, M. W., Sarpel, U., Plass, J. L., & Kalet, A. L. (2014). The cognitive impact of interactive design features for learning complex materials in medical education. Computers in Education, 71, 198–205. Špiláková, B., Shaw, J. D., Czekóová, K., & Brázdil, M. (2019). Dissecting social interaction: dual-fMRI reveals patterns of interpersonal brain–behavior relationships that dissociate among dimensions of social exchange. Social Cognitive and Affective Neuroscience, 14(2), 225–235. Summerfield, C., & De Lange, F. (2014). Expectation in perceptual decision-making: neural and computational mechanisms. Nature Reviews Neuroscience, 15(11), 745–756. Tomasello, M., Carpenter, M., Call, J., Behne, T., & Moll, H. (2005). Understanding and sharing intentions: the ontogeny and phylogeny of cultural cognition. The Behavioral and Brain Sciences, 28(5), 675–691. Torres, P. L. (2004). Laboratório online de Aprendizagem: uma proposta crítica de aprendizagem colaborativa para a educação. Unisul. Torres, P. L., & Irala, E. (2014). Aprendizagem colaborativa: Teoria e prática. In P. L. Torres (Ed.), Complexidade: Redes e Conexões na Produção do Conhecimento (pp. 61–94). SENARPR. Torres, P. L., & Marriot, R. C. V. (2010). Handbook of research on collaborative learning using concept mapping. Information Science Reference. Turner, J. C., & Patrick, H. (2008). How does motivation develop and why does it change? Reframing motivational research. Educational Psychologist, 43(3), 1–13. Uithol, S., & Gallese, V. (2015). The role of the body in social cognition. Wire Cognitive Sciences, 1, 1–8. Vallacher, R. R., Coleman, P. T., Nowak, A., & Bui-Wrzosinska, L. (2010). Rethinking intractable conflict: the perspective of dynamical systems. The American Psychologist, 65(4), 262–278. Volet, S., Summers, M., & Thurman, J. (2009). High-level co-regulation in collaborative learning: how does it emerge and how is it sustained? Learning and Instruction, 19(2), 128–143. Volet, S., Vauras, M., Khosa, D., & Liskala, T. (2013). Metacognitive regulation in collaborative learning: conceptual development and methodological contextualizations. In S. Volte & M. Vauras (Eds.), Interpersonal regulations of learning and motivation: methodological advances (pp. 67–101). Routledge. Walkington, C., Chedule, G., Woods, D., & Nathan, M. J. (2019). Collaborative gestures as a case of extended mathematical cognition. The Journal of Mathematical Behavior, 55, 55. https://doi.org/10.1016/j.jmathb.2018.12.002. Winne, P. H. (1996). A metacognitive view of individual differences in self-regulated learning. Learning and Individual Differences, 8(4), 327–353. Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker & J. Dunlosky (Eds.), Metacognition in educational theory and practice (pp. 277–304). Erlbaum. Winne, P. H., & Perry, N. (2000). Measuring self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 532–564). Elsevier Academic Press. Zambrano, J., Kirschner, F., & Sweller, J. (2019). Effects of group experience and information distribution on collaborative learning. Instructional Science, 47(5), 531–550. https://doi.org/10.1007/s11251-019-09495-0. Zhang, J., Bourguet, M., & Venture, G. (2018). The effects of video instructor’s body language on students’ distribution of visual attention: an eye-tracking study. Proceedings of the 32nd International BCS Human Computer Interaction Conference, July 4–6, 2018. https://doi.org/10.14236/ewic/HCI2018.101 Zimmerman, B. J. (1986). Becoming a self-regulated learner: which are the key subprocesses? Contempory Educational Psychology, 11, 307–313. https://doi.org/10.1016/0361-476×(86)90027-5. Zimmerman, B. J. (2000). Self-efficacy: an essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91. Zimmerman, B. J. (2010). Self-regulation involves more than metacognition: a social cognitive perspective. Educational Psychologist, 30(4), 217–221. Zwaan, R. A. (2014). Embodiment and language comprehension: reframing the discussion. Trends in Cognitive Sciences, 18(5), 229–234.