Annotated Bibliography
Bressler, D, M., Bodzin, A. M., & Tutwiler, M. S. (2018). Engaging middle school students in scientific practice with a collaborative mobile game. Journal of Computer Assisted Learning, 35(2), 197-207.
The article is concerned with the use of a mobile application as a part of online education. The sample consisted of 202 middle-school students, which is a sufficient number of participants. The focus of the research was on the use of the collaborative approach. It was found that students’ motivation and retention were positively affected by the utilization of the application. Bressler et al. (2018) state that mobile instruments can facilitate online learning, but collaboration is an important element of such methods. The collaborative essence of the project is seen as one of the central motivational features of the mobile application. The researchers also report no difference between the learning outcomes of male and female students at this age. This article is a valuable source for the present study as it provides data regarding the peculiarities of the use of digital-based tools in middle-school students’ education. This study also sheds light on the benefits of the utilization of the collaborative approach, which will be a characteristic feature of the proposed study.
Hernandez, J. E., Vasan, N., Huff, S., & Melovitz-Vasan, C. (2020). Learning styles/preferences among medical students: Kinesthetic learner’s multimodal approach to learning anatomy. Medical Science Educator, 30(4), 1633-1638.
This article deals with the peculiarities of the VARK (visual, auditory, reading/writing, kinesthetic) model with a focus on the kinesthetic learning style. Hernandez et al. (2020) state that this model is a preferred method to identify students’ sensory methods and develop the corresponding teaching strategies. The researchers also describe the inventory used to detect the learning style. Hernandez et al. (2020) explore the outcomes of a teaching strategy based on the features of the kinesthetic style profile. The researchers conclude that such assignments as sketching and clay modeling facilitated by the development of a three-dimensional conceptual model led to high results among kinesthetic learners. It is noted that the hands-on approach is beneficial for the target population, while visual (and other types of materials) should be utilized to facilitate the learning process. This source is valuable for the present study since it provides insights into the VARK model, which is the most widely used approach to the identification of students’ learning styles. The proposed study will be based on the use of this framework, so it is critical to review the most central aspects of the model.
Morris, T. H. (2019). Experiential learning – a systematic review and revision of Kolb’s model. Interactive Learning Environments, 28(8), 1064-1077.
The present article dwells upon a revised version of Kolb’s model of experiential learning. This theory serves as the background for studies and programs targeting the students with the kinesthetic learning style. Morris (2019) states that educators widely employ Kolb’s theory due to its clear categorization of the major stages of learning. However, the researcher also argues that a more detailed description of the stages is needed. The proposed revision includes the following components: “experiential learning consists of contextually rich concrete experience, critical reflective observation, contextual-specific abstract conceptualization, and pragmatic active experimentation” (Morris, 2019, p. 1064). This revised model clarifies what learning experiences are and what learning processes take place within the boundaries of experiential learning. One of the benefits of this approach is its ability to foster learners’ conceptual understanding.
This peer-reviewed article is an important source for the proposed research as it provides insights into Kolb’s model that can guide research on the kinesthetic learning style. This source can be helpful in developing the theoretical framework of the proposed study. The revised elements of the paradigm can also be instrumental in creating a more comprehensive and effective program, as well as teaching strategies and methods.
Selvi, S. (2018). Modification: Teaching activities based on the theory of multiple intelligences. 2018 Tenth International Conference on Advanced Computing (Icoac). IEEE.
The present source is concerned with the integration of movies into teaching based on the theory of multiple intelligences. This theoretical paradigm encompasses the categorization of learners in terms of the following eight modalities: visual-spatial, logical-mathematical, bodily-kinesthetic, naturalistic, verbal-linguistic, intrapersonal, interpersonal, and musical-rhythmic (Selvi, 2018). This model is similar to the VARK framework but involves a deeper analysis of students’ learning styles. The VARK model developers and proponents stress that clearly-cut styles are rare because learners usually prefer sensory methods typical of several learning styles. Visual learning preferences are often combined with the kinesthetic learning style. The multiple intelligence theory can be seen as a description of different combinations of visual, auditory, kinesthetic, and reading/writing, with the inclusion of social aspects. The researcher also explores the effects of the use of movies in the learning process. This article is a valuable source of data for the proposed research as it provides a detailed description of a theory that can be helpful in implementing the study and examines the academic outcomes of the use of movies in classrooms.
Vazquez, C., Xia, L., Aikawa, T., & Maes, P. (2018). Words in motion: Kinesthetic language learning in virtual reality. 2018 IEEE 18Th International Conference on Advanced Learning Technologies (ICALT). IEEE.
This source deals with the incorporation of virtual reality into language learning, concentrating on the academic outcomes of kinesthetic learners. Vazquez et al. (2018) state that virtual reality has proved to provide multiple opportunities for kinesthetic learners, facilitating the acquisition of knowledge and new skills. The assignment involved learning new words, and students characterized by different learning styles participated in the study. It was found that although immediate academic results did not differ from the rest of the learners, kinesthetic learners were considerably more motivated to participate in such classes actively. It is noteworthy that the assignment involved visual and auditory components, which is common for classroom and digital-based environments. Although the sample is rather small (57 students), the study still highlights some aspects to consider when developing online programs. This article is a valuable source for the present study as it sheds light on the use of digital-based tools with kinesthetic learners. The findings of this study are important for the research of online education tools aimed at kinesthetic learners as the present investigation will incorporate elements of such digital instruments as virtual reality.
Wang, H. Y., & Sun, J. C. Y. (2021). Real-time virtual reality co-creation: Collective intelligence and consciousness for student engagement and focused attention within online communities. Interactive Learning Environments, 1-14.
The study by Wang and Sun (2021) provides insights into the utilization of virtual reality instruments in online education. The researchers compared the learning outcomes and motivation of high-school students when working collaboratively on the project in diverse environments. Three co-creation environments were used: paper-based, 2D Jamboard game, and the virtual reality platform (CoSpaces). It is reported that no significant increase in engagement was observed in the two first environments, although a collaborative approach was employed. The generalizability of these findings is rather limited as 66 students took part in the research. Nevertheless, the article highlights important academic outcomes that can be analyzed in further studies, including the proposed research. At that, the project that involved the use of virtual reality proved to be highly engaging and enhanced students’ motivation considerably.
The findings reported in the present article suggest that virtual reality is a beneficial platform for students. This is specifically important for online education settings and kinesthetic learners who tend to find computer-based learning less engaging. This study is a relevant source for the proposed project due to its focus on the differences between classroom and online platforms and ways to facilitate learning in the digital-based environment.
References
Bressler, D, M., Bodzin, A. M., & Tutwiler, M. S. (2018). Engaging middle school students in scientific practice with a collaborative mobile game. Journal of Computer Assisted Learning, 35(2), 197-207.
Hernandez, J. E., Vasan, N., Huff, S., & Melovitz-Vasan, C. (2020). Learning styles/preferences among medical students: Kinesthetic learner’s multimodal approach to learning anatomy. Medical Science Educator, 30(4), 1633-1638.
Morris, T. H. (2019). Experiential learning – a systematic review and revision of Kolb’s model. Interactive Learning Environments, 28(8), 1064-1077.
Selvi, S. (2018). Modification: Teaching activities based on the theory of multiple intelligences. 2018 Tenth International Conference on Advanced Computing (Icoac). IEEE.
Vazquez, C., Xia, L., Aikawa, T., & Maes, P. (2018). Words in motion: Kinesthetic language learning in virtual reality. 2018 IEEE 18Th International Conference on Advanced Learning Technologies (ICALT). IEEE.
Wang, H. Y., & Sun, J. C. Y. (2021). Real-time virtual reality co-creation: Collective intelligence and consciousness for student engagement and focused attention within online communities. Interactive Learning Environments, 1-14.