Sentence examples for levels of embodiment from inspiring English sources

In the remainder of this introduction, we briefly review the notion of embodied cognition, the taxonomy of levels of embodiment, and the special role of gesture in learning.

Additionally, Fishkin claims that TUIs that are at higher levels of embodiment and metaphor are 'more tangible'.

As a field, we need more methodical descriptors for the levels of embodiment in lessons.

The third and fourth levels of embodiment in the model of Johnson-Glenberg et al. (2014) encompass letting learners perform bodily movements and locomotion, respectively.

Low bodily engagement in our taxonomy is comparable to the lower two levels of embodiment defined by Johnson-Glenberg et al. (2014), i.e. watching animations or other seated interactions.

In some instances, studies rely on several different devices in order construct experimental groups aimed to assess the effects of different levels of embodiment on learners (e.g. Johnson-Glenberg et al., 2016).

The three manipulated variables were: (1) level of embodiment; (2) level of active generativity; and (3) presence of story narrative.

Also the level of embodiment achievable by using extra robotic limbs that do not have a geometry similar to human body remains to be researched.

The fourth and highest level of embodiment in learning settings requires learning environments to feature high degrees of bodily movement involving locomotion (Johnson-Glenberg et al., 2014).

We conducted experiments of a finger reaching task with and without visual feedback from the movement of the ERT in order to evaluate the level of embodiment of ERT.

Many recent examples of gesture research (e.g. de Koning & Tabbers, 2013; Post, van Gog, Paas, & Zwaan, 2013) would fall into the first or second level of embodiment of Johnson-Glenberg et al.'s (2014) taxonomy.