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You searched for subject:(Embodied learning). Showing records 1 – 30 of 103 total matches.

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1. -6888-3095. Embodied learning for visual recognition.

Degree: PhD, Electrical and Computer Engineering, 2017, University of Texas – Austin

 The field of visual recognition in recent years has come to rely on large expensively curated and manually labeled "bags of disembodied images". In the… (more)

Subjects/Keywords: Computer vision; Unsupervised learning; Embodied learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

-6888-3095. (2017). Embodied learning for visual recognition. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63489

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-6888-3095. “Embodied learning for visual recognition.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed August 12, 2020. http://hdl.handle.net/2152/63489.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-6888-3095. “Embodied learning for visual recognition.” 2017. Web. 12 Aug 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-6888-3095. Embodied learning for visual recognition. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/2152/63489.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-6888-3095. Embodied learning for visual recognition. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/63489

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

2. Agbaji, Unekwuojo Esther. Improving Math Learning With Embodied Game- Based Mobile and Wearable Technologies.

Degree: MS, 2019, Worcester Polytechnic Institute

 A field of research that is quickly becoming more prominent is the one related to embodied cognition, which states there is an important association between… (more)

Subjects/Keywords: Educational Games; Embodied Cognition; Embodied Technology; Mathematics Education; Mobile Learning Technologies

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APA (6th Edition):

Agbaji, U. E. (2019). Improving Math Learning With Embodied Game- Based Mobile and Wearable Technologies. (Thesis). Worcester Polytechnic Institute. Retrieved from etd-042319-193734 ; https://digitalcommons.wpi.edu/etd-theses/1284

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Agbaji, Unekwuojo Esther. “Improving Math Learning With Embodied Game- Based Mobile and Wearable Technologies.” 2019. Thesis, Worcester Polytechnic Institute. Accessed August 12, 2020. etd-042319-193734 ; https://digitalcommons.wpi.edu/etd-theses/1284.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Agbaji, Unekwuojo Esther. “Improving Math Learning With Embodied Game- Based Mobile and Wearable Technologies.” 2019. Web. 12 Aug 2020.

Vancouver:

Agbaji UE. Improving Math Learning With Embodied Game- Based Mobile and Wearable Technologies. [Internet] [Thesis]. Worcester Polytechnic Institute; 2019. [cited 2020 Aug 12]. Available from: etd-042319-193734 ; https://digitalcommons.wpi.edu/etd-theses/1284.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Agbaji UE. Improving Math Learning With Embodied Game- Based Mobile and Wearable Technologies. [Thesis]. Worcester Polytechnic Institute; 2019. Available from: etd-042319-193734 ; https://digitalcommons.wpi.edu/etd-theses/1284

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Vermont

3. Garon, Tegan West. What Angle Will You Take? Patterns of Perspective-Taking in a Body-Based Task.

Degree: Secondary Education, 2015, University of Vermont

  When people conceptualize abstract ideas, different perspectives can help them to make connections and develop their reasoning. In this study, I analyzed three third… (more)

Subjects/Keywords: Embodied cognition; angle; perspective-taking; learning

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APA (6th Edition):

Garon, T. W. (2015). What Angle Will You Take? Patterns of Perspective-Taking in a Body-Based Task. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/hcoltheses/190

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Garon, Tegan West. “What Angle Will You Take? Patterns of Perspective-Taking in a Body-Based Task.” 2015. Thesis, University of Vermont. Accessed August 12, 2020. https://scholarworks.uvm.edu/hcoltheses/190.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Garon, Tegan West. “What Angle Will You Take? Patterns of Perspective-Taking in a Body-Based Task.” 2015. Web. 12 Aug 2020.

Vancouver:

Garon TW. What Angle Will You Take? Patterns of Perspective-Taking in a Body-Based Task. [Internet] [Thesis]. University of Vermont; 2015. [cited 2020 Aug 12]. Available from: https://scholarworks.uvm.edu/hcoltheses/190.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Garon TW. What Angle Will You Take? Patterns of Perspective-Taking in a Body-Based Task. [Thesis]. University of Vermont; 2015. Available from: https://scholarworks.uvm.edu/hcoltheses/190

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

4. Harrison, Avery. Exploring Measurement Estimation Through Learners Actions, Language, and Gestures.

Degree: MS, 2019, Worcester Polytechnic Institute

 This thesis intends to advance educational research by providing exploratory insights about the roles of, and relationships between, the actions, language, and gestures of college… (more)

Subjects/Keywords: embodied cognition; gestures; learning technologies; measurement estimation

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APA (6th Edition):

Harrison, A. (2019). Exploring Measurement Estimation Through Learners Actions, Language, and Gestures. (Thesis). Worcester Polytechnic Institute. Retrieved from etd-042319-093910 ; https://digitalcommons.wpi.edu/etd-theses/1282

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Harrison, Avery. “Exploring Measurement Estimation Through Learners Actions, Language, and Gestures.” 2019. Thesis, Worcester Polytechnic Institute. Accessed August 12, 2020. etd-042319-093910 ; https://digitalcommons.wpi.edu/etd-theses/1282.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Harrison, Avery. “Exploring Measurement Estimation Through Learners Actions, Language, and Gestures.” 2019. Web. 12 Aug 2020.

Vancouver:

Harrison A. Exploring Measurement Estimation Through Learners Actions, Language, and Gestures. [Internet] [Thesis]. Worcester Polytechnic Institute; 2019. [cited 2020 Aug 12]. Available from: etd-042319-093910 ; https://digitalcommons.wpi.edu/etd-theses/1282.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Harrison A. Exploring Measurement Estimation Through Learners Actions, Language, and Gestures. [Thesis]. Worcester Polytechnic Institute; 2019. Available from: etd-042319-093910 ; https://digitalcommons.wpi.edu/etd-theses/1282

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Exeter

5. Bremmer, Melissa Lucie Viola. What the body knows about teaching music : the specialist preschool music teacher's pedagogical content knowing regarding teaching and learning rhythm skills viewed from an embodied cognition perspective.

Degree: PhD, 2015, University of Exeter

 This thesis presents an investigation into the pedagogical content knowing (PCKg) of Dutch experienced specialist preschool music teachers with regard to teaching and learning rhythm… (more)

Subjects/Keywords: 372.87; pedagogical content knowing; rhythm skills; PCK; embodied cognition; embodied pedagogy; music; preschool; pedagogical content knowledge; embodied teaching and learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bremmer, M. L. V. (2015). What the body knows about teaching music : the specialist preschool music teacher's pedagogical content knowing regarding teaching and learning rhythm skills viewed from an embodied cognition perspective. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/18010

Chicago Manual of Style (16th Edition):

Bremmer, Melissa Lucie Viola. “What the body knows about teaching music : the specialist preschool music teacher's pedagogical content knowing regarding teaching and learning rhythm skills viewed from an embodied cognition perspective.” 2015. Doctoral Dissertation, University of Exeter. Accessed August 12, 2020. http://hdl.handle.net/10871/18010.

MLA Handbook (7th Edition):

Bremmer, Melissa Lucie Viola. “What the body knows about teaching music : the specialist preschool music teacher's pedagogical content knowing regarding teaching and learning rhythm skills viewed from an embodied cognition perspective.” 2015. Web. 12 Aug 2020.

Vancouver:

Bremmer MLV. What the body knows about teaching music : the specialist preschool music teacher's pedagogical content knowing regarding teaching and learning rhythm skills viewed from an embodied cognition perspective. [Internet] [Doctoral dissertation]. University of Exeter; 2015. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10871/18010.

Council of Science Editors:

Bremmer MLV. What the body knows about teaching music : the specialist preschool music teacher's pedagogical content knowing regarding teaching and learning rhythm skills viewed from an embodied cognition perspective. [Doctoral Dissertation]. University of Exeter; 2015. Available from: http://hdl.handle.net/10871/18010


NSYSU

6. Shih, Yi-cheng. Effects of Integrating Gesture-Based Learning Strategy and Adaptive Learning Strategy with Brainwave Detection on Memory Training Performance.

Degree: Master, Information Management, 2015, NSYSU

 Cognitive ability plays an important role in humanâs daily life, which is strongly related to cognitive ability. Previous studies have shown that cognitive ability can… (more)

Subjects/Keywords: Technology-mediated Learning; Gesture-based learning; Adaptive learning; Embodied cognition; Memory; Learning burnout; Learning performance

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Shih, Y. (2015). Effects of Integrating Gesture-Based Learning Strategy and Adaptive Learning Strategy with Brainwave Detection on Memory Training Performance. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0104115-162045

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Shih, Yi-cheng. “Effects of Integrating Gesture-Based Learning Strategy and Adaptive Learning Strategy with Brainwave Detection on Memory Training Performance.” 2015. Thesis, NSYSU. Accessed August 12, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0104115-162045.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Shih, Yi-cheng. “Effects of Integrating Gesture-Based Learning Strategy and Adaptive Learning Strategy with Brainwave Detection on Memory Training Performance.” 2015. Web. 12 Aug 2020.

Vancouver:

Shih Y. Effects of Integrating Gesture-Based Learning Strategy and Adaptive Learning Strategy with Brainwave Detection on Memory Training Performance. [Internet] [Thesis]. NSYSU; 2015. [cited 2020 Aug 12]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0104115-162045.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shih Y. Effects of Integrating Gesture-Based Learning Strategy and Adaptive Learning Strategy with Brainwave Detection on Memory Training Performance. [Thesis]. NSYSU; 2015. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0104115-162045

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Toronto

7. Kauffman, Natalie. Cracks and Opening, Murkiness and Unknowns: Dis/rupting Knowledge through Atelier/Atelierista Model of Timeless and Embodied Learning.

Degree: 2012, University of Toronto

This thesis interweaves the Reggio Emilia preschool model of atelier (art studio) and atelierista (artist educator), autobiography, timeless and embodied learning. I am interested in… (more)

Subjects/Keywords: Reggio Emilia; Timeless learning; A/r/tography; Embodied learning; 0273

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APA (6th Edition):

Kauffman, N. (2012). Cracks and Opening, Murkiness and Unknowns: Dis/rupting Knowledge through Atelier/Atelierista Model of Timeless and Embodied Learning. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/33657

Chicago Manual of Style (16th Edition):

Kauffman, Natalie. “Cracks and Opening, Murkiness and Unknowns: Dis/rupting Knowledge through Atelier/Atelierista Model of Timeless and Embodied Learning.” 2012. Masters Thesis, University of Toronto. Accessed August 12, 2020. http://hdl.handle.net/1807/33657.

MLA Handbook (7th Edition):

Kauffman, Natalie. “Cracks and Opening, Murkiness and Unknowns: Dis/rupting Knowledge through Atelier/Atelierista Model of Timeless and Embodied Learning.” 2012. Web. 12 Aug 2020.

Vancouver:

Kauffman N. Cracks and Opening, Murkiness and Unknowns: Dis/rupting Knowledge through Atelier/Atelierista Model of Timeless and Embodied Learning. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/1807/33657.

Council of Science Editors:

Kauffman N. Cracks and Opening, Murkiness and Unknowns: Dis/rupting Knowledge through Atelier/Atelierista Model of Timeless and Embodied Learning. [Masters Thesis]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/33657


NSYSU

8. Lin, Lung-I. The Effects of Embodiment-based Learning Strategy on Learning Performance of Fundamental Optics Experiments.

Degree: Master, Information Management, 2013, NSYSU

 Theories of embodied cognition argue that modal simulations in the brain, bodily states, environment and situated actions are composed of central representations in cognition. Based… (more)

Subjects/Keywords: Embodied cognition; Gesture-based technology; Natural science learning; Embodiment-Based Learning; Learning performance

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APA (6th Edition):

Lin, L. (2013). The Effects of Embodiment-based Learning Strategy on Learning Performance of Fundamental Optics Experiments. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0701113-133413

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lin, Lung-I. “The Effects of Embodiment-based Learning Strategy on Learning Performance of Fundamental Optics Experiments.” 2013. Thesis, NSYSU. Accessed August 12, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0701113-133413.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lin, Lung-I. “The Effects of Embodiment-based Learning Strategy on Learning Performance of Fundamental Optics Experiments.” 2013. Web. 12 Aug 2020.

Vancouver:

Lin L. The Effects of Embodiment-based Learning Strategy on Learning Performance of Fundamental Optics Experiments. [Internet] [Thesis]. NSYSU; 2013. [cited 2020 Aug 12]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0701113-133413.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lin L. The Effects of Embodiment-based Learning Strategy on Learning Performance of Fundamental Optics Experiments. [Thesis]. NSYSU; 2013. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0701113-133413

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


NSYSU

9. Hsu, Hsiu-Hao. Effects of Situated Embodiment-based Strategy on the Performance of Learning Flag Semaphore Communication.

Degree: Master, Information Management, 2014, NSYSU

 Situated learning theory states that knowledge is situated in and influenced by the context, the activity, and the culture. Thus, learning in contexts where the… (more)

Subjects/Keywords: Embodied cognition; Situated learning theory; Embodiment-based learning; Procedural knowledge; Learning performance

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APA (6th Edition):

Hsu, H. (2014). Effects of Situated Embodiment-based Strategy on the Performance of Learning Flag Semaphore Communication. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0719114-232249

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hsu, Hsiu-Hao. “Effects of Situated Embodiment-based Strategy on the Performance of Learning Flag Semaphore Communication.” 2014. Thesis, NSYSU. Accessed August 12, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0719114-232249.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hsu, Hsiu-Hao. “Effects of Situated Embodiment-based Strategy on the Performance of Learning Flag Semaphore Communication.” 2014. Web. 12 Aug 2020.

Vancouver:

Hsu H. Effects of Situated Embodiment-based Strategy on the Performance of Learning Flag Semaphore Communication. [Internet] [Thesis]. NSYSU; 2014. [cited 2020 Aug 12]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0719114-232249.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hsu H. Effects of Situated Embodiment-based Strategy on the Performance of Learning Flag Semaphore Communication. [Thesis]. NSYSU; 2014. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0719114-232249

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

10. Crothers, Jonathan. The Rider-Bike Assemblage: A Qualitative Investigation of the Embodied Adult Learning of Amateur Bicycle Road Racers.

Degree: 2018, Penn State University

 The purpose of this qualitative study is to examine how adults informally learn through engaging with their bicycles in the sport of amateur road racing,… (more)

Subjects/Keywords: Bicycle Road Racers; Qualitative; Embodied; Learning; Adult; Autoethnography; Narrative

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Crothers, J. (2018). The Rider-Bike Assemblage: A Qualitative Investigation of the Embodied Adult Learning of Amateur Bicycle Road Racers. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/15490jac771

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Crothers, Jonathan. “The Rider-Bike Assemblage: A Qualitative Investigation of the Embodied Adult Learning of Amateur Bicycle Road Racers.” 2018. Thesis, Penn State University. Accessed August 12, 2020. https://etda.libraries.psu.edu/catalog/15490jac771.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Crothers, Jonathan. “The Rider-Bike Assemblage: A Qualitative Investigation of the Embodied Adult Learning of Amateur Bicycle Road Racers.” 2018. Web. 12 Aug 2020.

Vancouver:

Crothers J. The Rider-Bike Assemblage: A Qualitative Investigation of the Embodied Adult Learning of Amateur Bicycle Road Racers. [Internet] [Thesis]. Penn State University; 2018. [cited 2020 Aug 12]. Available from: https://etda.libraries.psu.edu/catalog/15490jac771.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Crothers J. The Rider-Bike Assemblage: A Qualitative Investigation of the Embodied Adult Learning of Amateur Bicycle Road Racers. [Thesis]. Penn State University; 2018. Available from: https://etda.libraries.psu.edu/catalog/15490jac771

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Toledo

11. Sullivan, Jaclynn V. Embodied Cognition: The Vicarious Presentation Effect.

Degree: MA, Psychology - Experimental, 2015, University of Toledo

 There is an emphasis in education on teaching using digital media. Research suggests, however, that humans are participators and learning should reflect that. Since gestures… (more)

Subjects/Keywords: Psychology; embodied cognition; multi-media learning; human presentation; memory

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APA (6th Edition):

Sullivan, J. V. (2015). Embodied Cognition: The Vicarious Presentation Effect. (Masters Thesis). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1429460149

Chicago Manual of Style (16th Edition):

Sullivan, Jaclynn V. “Embodied Cognition: The Vicarious Presentation Effect.” 2015. Masters Thesis, University of Toledo. Accessed August 12, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1429460149.

MLA Handbook (7th Edition):

Sullivan, Jaclynn V. “Embodied Cognition: The Vicarious Presentation Effect.” 2015. Web. 12 Aug 2020.

Vancouver:

Sullivan JV. Embodied Cognition: The Vicarious Presentation Effect. [Internet] [Masters thesis]. University of Toledo; 2015. [cited 2020 Aug 12]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1429460149.

Council of Science Editors:

Sullivan JV. Embodied Cognition: The Vicarious Presentation Effect. [Masters Thesis]. University of Toledo; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1429460149


NSYSU

12. Chang, Wei. Combining Motion-Sensing Technology with Prediction Strategy to Support English Reading Comprehension.

Degree: Master, Information Management, 2016, NSYSU

 Literature in multimodal interaction has not included much research in combing body motion with language learning. This study attempted to base language learning on embodied(more)

Subjects/Keywords: Kinect; Embodied cognition; Cognitive Theory of Multimedia Learning; Reading strategy; Multimodal

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APA (6th Edition):

Chang, W. (2016). Combining Motion-Sensing Technology with Prediction Strategy to Support English Reading Comprehension. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0024116-224820

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chang, Wei. “Combining Motion-Sensing Technology with Prediction Strategy to Support English Reading Comprehension.” 2016. Thesis, NSYSU. Accessed August 12, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0024116-224820.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chang, Wei. “Combining Motion-Sensing Technology with Prediction Strategy to Support English Reading Comprehension.” 2016. Web. 12 Aug 2020.

Vancouver:

Chang W. Combining Motion-Sensing Technology with Prediction Strategy to Support English Reading Comprehension. [Internet] [Thesis]. NSYSU; 2016. [cited 2020 Aug 12]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0024116-224820.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chang W. Combining Motion-Sensing Technology with Prediction Strategy to Support English Reading Comprehension. [Thesis]. NSYSU; 2016. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0024116-224820

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Virginia Tech

13. Chen, Xin. Be the Data: Embodied Visual Analytics.

Degree: MS, Computer Science, 2016, Virginia Tech

 With the rise of big data, it is becoming increasingly important to educate students about data analytics. In particular, students without a strong mathematical background… (more)

Subjects/Keywords: Visual Analytics; Embodied Interaction; Collaborative Learning; Human-Computer Interaction; Immersive Environment

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APA (6th Edition):

Chen, X. (2016). Be the Data: Embodied Visual Analytics. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/72287

Chicago Manual of Style (16th Edition):

Chen, Xin. “Be the Data: Embodied Visual Analytics.” 2016. Masters Thesis, Virginia Tech. Accessed August 12, 2020. http://hdl.handle.net/10919/72287.

MLA Handbook (7th Edition):

Chen, Xin. “Be the Data: Embodied Visual Analytics.” 2016. Web. 12 Aug 2020.

Vancouver:

Chen X. Be the Data: Embodied Visual Analytics. [Internet] [Masters thesis]. Virginia Tech; 2016. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10919/72287.

Council of Science Editors:

Chen X. Be the Data: Embodied Visual Analytics. [Masters Thesis]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/72287


University of Waterloo

14. Chan, Tsz Kiu. Curiosity-Based Learning Algorithm for Interactive Art Sculptures.

Degree: 2016, University of Waterloo

 This thesis is part of the research activities of the Living Architecture System Group (LASG). Combining techniques in architecture, the arts, electronics, and software, LASG… (more)

Subjects/Keywords: Reinforcement learning; Interactive Arts; Intrinsic Motivation; Embodied Arts

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Chan, T. K. (2016). Curiosity-Based Learning Algorithm for Interactive Art Sculptures. (Thesis). University of Waterloo. Retrieved from http://hdl.handle.net/10012/10278

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chan, Tsz Kiu. “Curiosity-Based Learning Algorithm for Interactive Art Sculptures.” 2016. Thesis, University of Waterloo. Accessed August 12, 2020. http://hdl.handle.net/10012/10278.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chan, Tsz Kiu. “Curiosity-Based Learning Algorithm for Interactive Art Sculptures.” 2016. Web. 12 Aug 2020.

Vancouver:

Chan TK. Curiosity-Based Learning Algorithm for Interactive Art Sculptures. [Internet] [Thesis]. University of Waterloo; 2016. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10012/10278.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chan TK. Curiosity-Based Learning Algorithm for Interactive Art Sculptures. [Thesis]. University of Waterloo; 2016. Available from: http://hdl.handle.net/10012/10278

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of New South Wales

15. Wong, Pui Shan. Gender Differences in Learning with Instructional Animations.

Degree: Education, 2016, University of New South Wales

 Research into instructional animations has produced inconsistent results. Some studies have found animations superior to static pictures, while others have found no differences, or even… (more)

Subjects/Keywords: Gender Difference; Cognitive Load Theory; Instructional Animations; Embodied Cognition; Observational Learning

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APA (6th Edition):

Wong, P. S. (2016). Gender Differences in Learning with Instructional Animations. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/56281 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:40453/SOURCE02?view=true

Chicago Manual of Style (16th Edition):

Wong, Pui Shan. “Gender Differences in Learning with Instructional Animations.” 2016. Doctoral Dissertation, University of New South Wales. Accessed August 12, 2020. http://handle.unsw.edu.au/1959.4/56281 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:40453/SOURCE02?view=true.

MLA Handbook (7th Edition):

Wong, Pui Shan. “Gender Differences in Learning with Instructional Animations.” 2016. Web. 12 Aug 2020.

Vancouver:

Wong PS. Gender Differences in Learning with Instructional Animations. [Internet] [Doctoral dissertation]. University of New South Wales; 2016. [cited 2020 Aug 12]. Available from: http://handle.unsw.edu.au/1959.4/56281 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:40453/SOURCE02?view=true.

Council of Science Editors:

Wong PS. Gender Differences in Learning with Instructional Animations. [Doctoral Dissertation]. University of New South Wales; 2016. Available from: http://handle.unsw.edu.au/1959.4/56281 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:40453/SOURCE02?view=true


University of Illinois – Chicago

16. Roberts, Jessica A. Connecting Visitors to Data: Exploring Tools for Mediating Learning Talk at an Interactive Museum Exhibit.

Degree: 2016, University of Illinois – Chicago

 As museum educators and designers seek ways to present complex data to visitors through interactive technologies, research efforts need to address the challenges unique to… (more)

Subjects/Keywords: informal learning; interaction design; embodied interaction; data visualization; museums; perspective taking

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APA (6th Edition):

Roberts, J. A. (2016). Connecting Visitors to Data: Exploring Tools for Mediating Learning Talk at an Interactive Museum Exhibit. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21598

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Roberts, Jessica A. “Connecting Visitors to Data: Exploring Tools for Mediating Learning Talk at an Interactive Museum Exhibit.” 2016. Thesis, University of Illinois – Chicago. Accessed August 12, 2020. http://hdl.handle.net/10027/21598.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Roberts, Jessica A. “Connecting Visitors to Data: Exploring Tools for Mediating Learning Talk at an Interactive Museum Exhibit.” 2016. Web. 12 Aug 2020.

Vancouver:

Roberts JA. Connecting Visitors to Data: Exploring Tools for Mediating Learning Talk at an Interactive Museum Exhibit. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10027/21598.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Roberts JA. Connecting Visitors to Data: Exploring Tools for Mediating Learning Talk at an Interactive Museum Exhibit. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21598

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

17. DeSutter, Dane F. Spatial Thinking in STEM: Embodied Learning Environments and Student Understanding of Spatial Concepts.

Degree: 2019, University of Illinois – Chicago

 This dissertation uses a series of experiments and a qualitative process study to investigate how learning environments leveraging embodied actions can support student understanding of… (more)

Subjects/Keywords: embodied cognition; spatial cognition; learning environment; spatial thinking; computer visualization

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APA (6th Edition):

DeSutter, D. F. (2019). Spatial Thinking in STEM: Embodied Learning Environments and Student Understanding of Spatial Concepts. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/23730

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

DeSutter, Dane F. “Spatial Thinking in STEM: Embodied Learning Environments and Student Understanding of Spatial Concepts.” 2019. Thesis, University of Illinois – Chicago. Accessed August 12, 2020. http://hdl.handle.net/10027/23730.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

DeSutter, Dane F. “Spatial Thinking in STEM: Embodied Learning Environments and Student Understanding of Spatial Concepts.” 2019. Web. 12 Aug 2020.

Vancouver:

DeSutter DF. Spatial Thinking in STEM: Embodied Learning Environments and Student Understanding of Spatial Concepts. [Internet] [Thesis]. University of Illinois – Chicago; 2019. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10027/23730.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

DeSutter DF. Spatial Thinking in STEM: Embodied Learning Environments and Student Understanding of Spatial Concepts. [Thesis]. University of Illinois – Chicago; 2019. Available from: http://hdl.handle.net/10027/23730

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Uppsala University

18. Sidorenko, Alisa. Body-Environment Dialogue : Using Somatic Experiences to Improve Political Decision Making.

Degree: Earth Sciences, 2015, Uppsala University

  Humankind is facing global ecological problems and resulting from these social issues, while continually destroying the ecosystems which are the life-support mechanisms of the… (more)

Subjects/Keywords: Sustainable Development; decision making; deep learning; embodied cognition

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APA (6th Edition):

Sidorenko, A. (2015). Body-Environment Dialogue : Using Somatic Experiences to Improve Political Decision Making. (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-260754

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Sidorenko, Alisa. “Body-Environment Dialogue : Using Somatic Experiences to Improve Political Decision Making.” 2015. Thesis, Uppsala University. Accessed August 12, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-260754.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Sidorenko, Alisa. “Body-Environment Dialogue : Using Somatic Experiences to Improve Political Decision Making.” 2015. Web. 12 Aug 2020.

Vancouver:

Sidorenko A. Body-Environment Dialogue : Using Somatic Experiences to Improve Political Decision Making. [Internet] [Thesis]. Uppsala University; 2015. [cited 2020 Aug 12]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-260754.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sidorenko A. Body-Environment Dialogue : Using Somatic Experiences to Improve Political Decision Making. [Thesis]. Uppsala University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-260754

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Notre Dame

19. Caroline Elizabeth Byrd. Gesturing May Not Always Make Learning Last</h1>.

Degree: Psychology, 2014, University of Notre Dame

  Studies suggest that mimicking specific gestures prior to math instruction facilitates learning. However, benefits could be due to the eye movements that accompany gesture,… (more)

Subjects/Keywords: problem solving; mathematics learning; embodied cognition; gesture; cognitive development

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APA (6th Edition):

Byrd, C. E. (2014). Gesturing May Not Always Make Learning Last</h1>. (Thesis). University of Notre Dame. Retrieved from https://curate.nd.edu/show/dz010p11b2x

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Byrd, Caroline Elizabeth. “Gesturing May Not Always Make Learning Last</h1>.” 2014. Thesis, University of Notre Dame. Accessed August 12, 2020. https://curate.nd.edu/show/dz010p11b2x.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Byrd, Caroline Elizabeth. “Gesturing May Not Always Make Learning Last</h1>.” 2014. Web. 12 Aug 2020.

Vancouver:

Byrd CE. Gesturing May Not Always Make Learning Last</h1>. [Internet] [Thesis]. University of Notre Dame; 2014. [cited 2020 Aug 12]. Available from: https://curate.nd.edu/show/dz010p11b2x.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Byrd CE. Gesturing May Not Always Make Learning Last</h1>. [Thesis]. University of Notre Dame; 2014. Available from: https://curate.nd.edu/show/dz010p11b2x

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

20. Rountree, Wendy Leigh. Redesigning Traditional Children’s Games to Teach Number Sense and Reinforce Measurement Estimation Skills Using Wearable Technology.

Degree: MS, 2015, Worcester Polytechnic Institute

 Children are born with an intrinsic motivation to play games. Over the past decade, educational video games have invaded mainstream classroom instruction and researchers are… (more)

Subjects/Keywords: measurement estimation; wearable technology; educational games; educational game design; embodied learning

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APA (6th Edition):

Rountree, W. L. (2015). Redesigning Traditional Children’s Games to Teach Number Sense and Reinforce Measurement Estimation Skills Using Wearable Technology. (Thesis). Worcester Polytechnic Institute. Retrieved from etd-042915-130220 ; https://digitalcommons.wpi.edu/etd-theses/506

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rountree, Wendy Leigh. “Redesigning Traditional Children’s Games to Teach Number Sense and Reinforce Measurement Estimation Skills Using Wearable Technology.” 2015. Thesis, Worcester Polytechnic Institute. Accessed August 12, 2020. etd-042915-130220 ; https://digitalcommons.wpi.edu/etd-theses/506.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rountree, Wendy Leigh. “Redesigning Traditional Children’s Games to Teach Number Sense and Reinforce Measurement Estimation Skills Using Wearable Technology.” 2015. Web. 12 Aug 2020.

Vancouver:

Rountree WL. Redesigning Traditional Children’s Games to Teach Number Sense and Reinforce Measurement Estimation Skills Using Wearable Technology. [Internet] [Thesis]. Worcester Polytechnic Institute; 2015. [cited 2020 Aug 12]. Available from: etd-042915-130220 ; https://digitalcommons.wpi.edu/etd-theses/506.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rountree WL. Redesigning Traditional Children’s Games to Teach Number Sense and Reinforce Measurement Estimation Skills Using Wearable Technology. [Thesis]. Worcester Polytechnic Institute; 2015. Available from: etd-042915-130220 ; https://digitalcommons.wpi.edu/etd-theses/506

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Tennessee – Knoxville

21. DiMercurio, Abigail Julian. The Influence of Task Dynamics on Object-Label Mapping: Synchrony Between Perception and Action.

Degree: MA, Psychology, 2019, University of Tennessee – Knoxville

 Often areas of infant development such as action and cognition are studied separately, despite fine interactions between the two developmental systems. Specifically, there is a… (more)

Subjects/Keywords: embodied cognition; language learning; Dynamic Systems Theory; perception and action

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

DiMercurio, A. J. (2019). The Influence of Task Dynamics on Object-Label Mapping: Synchrony Between Perception and Action. (Thesis). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_gradthes/5475

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

DiMercurio, Abigail Julian. “The Influence of Task Dynamics on Object-Label Mapping: Synchrony Between Perception and Action.” 2019. Thesis, University of Tennessee – Knoxville. Accessed August 12, 2020. https://trace.tennessee.edu/utk_gradthes/5475.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

DiMercurio, Abigail Julian. “The Influence of Task Dynamics on Object-Label Mapping: Synchrony Between Perception and Action.” 2019. Web. 12 Aug 2020.

Vancouver:

DiMercurio AJ. The Influence of Task Dynamics on Object-Label Mapping: Synchrony Between Perception and Action. [Internet] [Thesis]. University of Tennessee – Knoxville; 2019. [cited 2020 Aug 12]. Available from: https://trace.tennessee.edu/utk_gradthes/5475.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

DiMercurio AJ. The Influence of Task Dynamics on Object-Label Mapping: Synchrony Between Perception and Action. [Thesis]. University of Tennessee – Knoxville; 2019. Available from: https://trace.tennessee.edu/utk_gradthes/5475

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Erasmus University Rotterdam

22. Dool, Jaco. Move to the music : understanding the relationship between bodily interaction and the acquisition of musical knowledge and skills in music education.

Degree: 2018, Erasmus University Rotterdam

 textabstractThis study revolves around questions on musical knowledge and skill acquisition with embodied learning strategies. Embodiment is, in its most general sense, the use of… (more)

Subjects/Keywords: Embodied learning; music education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dool, J. (2018). Move to the music : understanding the relationship between bodily interaction and the acquisition of musical knowledge and skills in music education. (Doctoral Dissertation). Erasmus University Rotterdam. Retrieved from http://hdl.handle.net/1765/106278

Chicago Manual of Style (16th Edition):

Dool, Jaco. “Move to the music : understanding the relationship between bodily interaction and the acquisition of musical knowledge and skills in music education.” 2018. Doctoral Dissertation, Erasmus University Rotterdam. Accessed August 12, 2020. http://hdl.handle.net/1765/106278.

MLA Handbook (7th Edition):

Dool, Jaco. “Move to the music : understanding the relationship between bodily interaction and the acquisition of musical knowledge and skills in music education.” 2018. Web. 12 Aug 2020.

Vancouver:

Dool J. Move to the music : understanding the relationship between bodily interaction and the acquisition of musical knowledge and skills in music education. [Internet] [Doctoral dissertation]. Erasmus University Rotterdam; 2018. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/1765/106278.

Council of Science Editors:

Dool J. Move to the music : understanding the relationship between bodily interaction and the acquisition of musical knowledge and skills in music education. [Doctoral Dissertation]. Erasmus University Rotterdam; 2018. Available from: http://hdl.handle.net/1765/106278


Humboldt State University

23. MacDonald, Lauren. Craft and the corporeal in composition: embodied metaphors in writing practice.

Degree: 2014, Humboldt State University

 The pervasive container metaphor of language used in writing classes carries connotations that writing is a product containing meaning, rather than a process of meaning-making,… (more)

Subjects/Keywords: Composition studies; Mind-body connection; Containment model; Metaphor; Collaborative learning; Embodied metaphor Embodiment; Embodied pedagogies; Techne Craft

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APA (6th Edition):

MacDonald, L. (2014). Craft and the corporeal in composition: embodied metaphors in writing practice. (Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/2148/1944

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

MacDonald, Lauren. “Craft and the corporeal in composition: embodied metaphors in writing practice.” 2014. Thesis, Humboldt State University. Accessed August 12, 2020. http://hdl.handle.net/2148/1944.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

MacDonald, Lauren. “Craft and the corporeal in composition: embodied metaphors in writing practice.” 2014. Web. 12 Aug 2020.

Vancouver:

MacDonald L. Craft and the corporeal in composition: embodied metaphors in writing practice. [Internet] [Thesis]. Humboldt State University; 2014. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/2148/1944.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

MacDonald L. Craft and the corporeal in composition: embodied metaphors in writing practice. [Thesis]. Humboldt State University; 2014. Available from: http://hdl.handle.net/2148/1944

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Weiser, Wolfgang. Present Poise In Momentum : Embodied learning of applied aesthetics in our sense of balance – a study about sensorial cultural use of balance.

Degree: Faculty of Educational Sciences, 2015, Linköping UniversityLinköping University

  The purpose of this study lies in investigating the embodied learning of applied aesthetics in our sense of balance in the educational space and… (more)

Subjects/Keywords: Sense of balance; embodied practice; François Delsarte; Alexander technique; Elsa Gindler; embodied learning; sedentary behaviour; sensorial cultural practice.

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APA (6th Edition):

Weiser, W. (2015). Present Poise In Momentum : Embodied learning of applied aesthetics in our sense of balance – a study about sensorial cultural use of balance. (Thesis). Linköping UniversityLinköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-123563

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Weiser, Wolfgang. “Present Poise In Momentum : Embodied learning of applied aesthetics in our sense of balance – a study about sensorial cultural use of balance.” 2015. Thesis, Linköping UniversityLinköping University. Accessed August 12, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-123563.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Weiser, Wolfgang. “Present Poise In Momentum : Embodied learning of applied aesthetics in our sense of balance – a study about sensorial cultural use of balance.” 2015. Web. 12 Aug 2020.

Vancouver:

Weiser W. Present Poise In Momentum : Embodied learning of applied aesthetics in our sense of balance – a study about sensorial cultural use of balance. [Internet] [Thesis]. Linköping UniversityLinköping University; 2015. [cited 2020 Aug 12]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-123563.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Weiser W. Present Poise In Momentum : Embodied learning of applied aesthetics in our sense of balance – a study about sensorial cultural use of balance. [Thesis]. Linköping UniversityLinköping University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-123563

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Urbana-Champaign

25. Chiu, Po-Tsung. Supporting spatial skill learning with gesture-based embodied interaction.

Degree: MS, Computer Science, 2017, University of Illinois – Urbana-Champaign

 Prior research has revealed that spatial abilities are crucial for STEM achievement and attainment. The connection between the digital and physical worlds provided by embodied(more)

Subjects/Keywords: Embodied cognition; Embodied learning; Gestural interaction; Spatial reasoning; Science, technology, engineering and math (STEM); Design guidelines

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APA (6th Edition):

Chiu, P. (2017). Supporting spatial skill learning with gesture-based embodied interaction. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/99411

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chiu, Po-Tsung. “Supporting spatial skill learning with gesture-based embodied interaction.” 2017. Thesis, University of Illinois – Urbana-Champaign. Accessed August 12, 2020. http://hdl.handle.net/2142/99411.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chiu, Po-Tsung. “Supporting spatial skill learning with gesture-based embodied interaction.” 2017. Web. 12 Aug 2020.

Vancouver:

Chiu P. Supporting spatial skill learning with gesture-based embodied interaction. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2017. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/2142/99411.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chiu P. Supporting spatial skill learning with gesture-based embodied interaction. [Thesis]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/99411

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Ottawa

26. Streit, Desiree. Learning to Teach-in-Relation: Community Service Learning, Phenomenology, and the Medicine Wheel .

Degree: 2016, University of Ottawa

 The focus of this phenomenological research project is to delve into the question of ‘what it is like’ for teacher candidates to experience the phenomenon… (more)

Subjects/Keywords: Learning to teach-in-relation; phenomenology; relational; embodied; community service learning; perception; Indigenous knowledge

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Streit, D. (2016). Learning to Teach-in-Relation: Community Service Learning, Phenomenology, and the Medicine Wheel . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/34220

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Streit, Desiree. “Learning to Teach-in-Relation: Community Service Learning, Phenomenology, and the Medicine Wheel .” 2016. Thesis, University of Ottawa. Accessed August 12, 2020. http://hdl.handle.net/10393/34220.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Streit, Desiree. “Learning to Teach-in-Relation: Community Service Learning, Phenomenology, and the Medicine Wheel .” 2016. Web. 12 Aug 2020.

Vancouver:

Streit D. Learning to Teach-in-Relation: Community Service Learning, Phenomenology, and the Medicine Wheel . [Internet] [Thesis]. University of Ottawa; 2016. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10393/34220.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Streit D. Learning to Teach-in-Relation: Community Service Learning, Phenomenology, and the Medicine Wheel . [Thesis]. University of Ottawa; 2016. Available from: http://hdl.handle.net/10393/34220

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Toronto

27. Rotas, Nikki. Three Ecologies of Practice: An Intra-active Account of Learning by Doing.

Degree: PhD, 2016, University of Toronto

 The thesis presents three methodologies of research-creation that enact ecology in relational ways. In order to move through the text in an ecological way, I… (more)

Subjects/Keywords: Affect; Ecological Learning; Embodied Learning; Research-Creation; School Gardens; Wearable Technologies; 0515

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APA (6th Edition):

Rotas, N. (2016). Three Ecologies of Practice: An Intra-active Account of Learning by Doing. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/73150

Chicago Manual of Style (16th Edition):

Rotas, Nikki. “Three Ecologies of Practice: An Intra-active Account of Learning by Doing.” 2016. Doctoral Dissertation, University of Toronto. Accessed August 12, 2020. http://hdl.handle.net/1807/73150.

MLA Handbook (7th Edition):

Rotas, Nikki. “Three Ecologies of Practice: An Intra-active Account of Learning by Doing.” 2016. Web. 12 Aug 2020.

Vancouver:

Rotas N. Three Ecologies of Practice: An Intra-active Account of Learning by Doing. [Internet] [Doctoral dissertation]. University of Toronto; 2016. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/1807/73150.

Council of Science Editors:

Rotas N. Three Ecologies of Practice: An Intra-active Account of Learning by Doing. [Doctoral Dissertation]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/73150


Ohio University

28. Liu, Yinyin. Hierarchical Self-organizing Learning Systems for Embodied Intelligence.

Degree: PhD, Electrical Engineering (Engineering and Technology), 2009, Ohio University

  In this work, a framework of designing embodied intelligence (EI), along with the essential elements and their design principles, is proposed. This work intends… (more)

Subjects/Keywords: Electrical Engineering; Hierarchical memory; self-organizing memory; embodied intelligence; goal-oriented learning

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APA (6th Edition):

Liu, Y. (2009). Hierarchical Self-organizing Learning Systems for Embodied Intelligence. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1234855980

Chicago Manual of Style (16th Edition):

Liu, Yinyin. “Hierarchical Self-organizing Learning Systems for Embodied Intelligence.” 2009. Doctoral Dissertation, Ohio University. Accessed August 12, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1234855980.

MLA Handbook (7th Edition):

Liu, Yinyin. “Hierarchical Self-organizing Learning Systems for Embodied Intelligence.” 2009. Web. 12 Aug 2020.

Vancouver:

Liu Y. Hierarchical Self-organizing Learning Systems for Embodied Intelligence. [Internet] [Doctoral dissertation]. Ohio University; 2009. [cited 2020 Aug 12]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1234855980.

Council of Science Editors:

Liu Y. Hierarchical Self-organizing Learning Systems for Embodied Intelligence. [Doctoral Dissertation]. Ohio University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1234855980


Penn State University

29. Mccadden, Theodore Edward. "for People Who Aren't Sure Who They Are, Theatre.

Degree: EdD, Adult Education, 2015, Penn State University

 This narrative study seeks to understand the relationship between the practice of acting and sexual identity in non-heterosexual male actors. The study applies two lenses… (more)

Subjects/Keywords: adult education; theatre; acting; embodied learning; performance of gender; adult development; LGBT development; queer theory

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APA (6th Edition):

Mccadden, T. E. (2015). "for People Who Aren't Sure Who They Are, Theatre. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/24805

Chicago Manual of Style (16th Edition):

Mccadden, Theodore Edward. “"for People Who Aren't Sure Who They Are, Theatre.” 2015. Doctoral Dissertation, Penn State University. Accessed August 12, 2020. https://etda.libraries.psu.edu/catalog/24805.

MLA Handbook (7th Edition):

Mccadden, Theodore Edward. “"for People Who Aren't Sure Who They Are, Theatre.” 2015. Web. 12 Aug 2020.

Vancouver:

Mccadden TE. "for People Who Aren't Sure Who They Are, Theatre. [Internet] [Doctoral dissertation]. Penn State University; 2015. [cited 2020 Aug 12]. Available from: https://etda.libraries.psu.edu/catalog/24805.

Council of Science Editors:

Mccadden TE. "for People Who Aren't Sure Who They Are, Theatre. [Doctoral Dissertation]. Penn State University; 2015. Available from: https://etda.libraries.psu.edu/catalog/24805


University of South Carolina

30. Baucom, Laura Bradshaw. Using Multivariate Pattern Analysis to Investigate the Neural Representation of Concepts With Visual and Haptic Features.

Degree: PhD, Psychology, 2013, University of South Carolina

  A fundamental debate in cognitive neuroscience concerns how conceptual knowledge is represented in the brain. Over the past decade, cognitive theorists have adopted explanations… (more)

Subjects/Keywords: Psychology; Social and Behavioral Sciences; Conceptual Representation; Embodied Cognition; fMRI; Language; Machine-learning

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APA (6th Edition):

Baucom, L. B. (2013). Using Multivariate Pattern Analysis to Investigate the Neural Representation of Concepts With Visual and Haptic Features. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/2540

Chicago Manual of Style (16th Edition):

Baucom, Laura Bradshaw. “Using Multivariate Pattern Analysis to Investigate the Neural Representation of Concepts With Visual and Haptic Features.” 2013. Doctoral Dissertation, University of South Carolina. Accessed August 12, 2020. https://scholarcommons.sc.edu/etd/2540.

MLA Handbook (7th Edition):

Baucom, Laura Bradshaw. “Using Multivariate Pattern Analysis to Investigate the Neural Representation of Concepts With Visual and Haptic Features.” 2013. Web. 12 Aug 2020.

Vancouver:

Baucom LB. Using Multivariate Pattern Analysis to Investigate the Neural Representation of Concepts With Visual and Haptic Features. [Internet] [Doctoral dissertation]. University of South Carolina; 2013. [cited 2020 Aug 12]. Available from: https://scholarcommons.sc.edu/etd/2540.

Council of Science Editors:

Baucom LB. Using Multivariate Pattern Analysis to Investigate the Neural Representation of Concepts With Visual and Haptic Features. [Doctoral Dissertation]. University of South Carolina; 2013. Available from: https://scholarcommons.sc.edu/etd/2540

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