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Digital bodies : creativity and technology in the arts and humanities
This book explores technologies related to bodily interaction and creativity from a multi-disciplinary perspective. By taking such an approach, the collection offers a comprehensive view of digital technology research that both extends our notions of the body and creativity through a digital lens, and informs of the role of technology in practices central to the arts and humanities. Crucially, Digital Bodies foregrounds creativity, the interrogation of technologies and the notion of embodiment within the various disciplines of art, design, performance and social science. In doing so, it explores a potential or virtual new sense of the embodied self. This book will appeal to academics, practitioners and those with an interest in not only how digital technologies affect the body, but also how they can enhance human creativity.
Book
Non-visual Virtual Reality: Considerations for the Pedagogical Design of Embodied Mathematical Experiences for Visually Impaired Children
Digital developments that foreground the sensory body and movement interaction offer new ways of engaging with mathematical ideas. Theories of embodied cognition argue for the important role of sensorimotor interaction in underpinning cognition. For visually impaired children this is particularly promising, since it provides opportunities for grounding mathematical ideas in bodily experience. The use of iVR technologies for visually impaired children is not immediately evident, given the central role of vision in immersive virtual worlds. This paper presents an iterative, design-based case study with visually impaired children to inform the pedagogical design of embodied learning experiences in iVR. Drawing from embodied pedagogy, it explores the process of implementing a classroom-based non-visual VR experience, designed to give visually impaired children an embodied experience of position in terms of Cartesian co-ordinates as they move around a virtual space. Video recordings of interaction combined with feedback from teachers and children contribute to knowledge of iVR learning applications in formal settings by discerning three types of pedagogical practices: creation of a performance space introduction of performative actions and action connected diverse perspectives.
Journal Article
Challenges of translational education research: Teachers' interpretations of embodied learning
This paper addresses growing calls to address research-to-practice gaps by critically examining ways in which practitioners actively filter, interpret, re-purpose and enact research messages in their context, and the implications for developing translational resources. Analysis drew upon in-depth semi-structured interviews with ten teachers across the UK involved in three online workshops designed from both embodied learning research and STEM teacher educator expertise. Through a grounded theory approach, thematic analysis revealed three tensions in how teachers interpreted and enacted research messages in their practice: (1) extent to which ideas were seen as novel or pre-existing (less impression; more relatable), (2) value of resources (immediate appeal; potential message distortion), and (3) complexities of integrating practitioner insight into messages. The paper proposes ways these tensions might be navigated by contributing two additional guidelines for translation frameworks: (i) early exploration of existing perceptions and priorities for different audiences of translation, and (ii) early consideration of how messages can translate to accessible translational resources that can scale impact. The paper advocates greater researcher involvement in the development of these resources requiring ongoing consideration of how research messages are interpreted differently across audiences.
This paper addresses the need to understand the complexities of how teachers interpret research messages in their classroom practice. The study interviewed ten teachers from the UK who attended online workshops combining insights from embodied learning research and STEM (science, technology, engineering, and math) teaching expertise. The findings revealed three main challenges:
Teachers varied in how they related ideas to existing practice.
Resources were valued but altered intended messages.
It was difficult knowing how best to integrate teachers' suggestions with research insights.
To address these issues, the paper suggests two new guidelines for improving research-practice translation in embodied learning, and education more broadly:
Explore teachers' existing views and needs early on.
Consider earlier how research messages might be scaled through resources.
The authors recommend researchers stay involved in developing scalable resources, learning how they are re-interpreted and used by teachers.
Journal Article
To Each According to his Need? Variability in the Responses to Inequity in Non-Human Primates
While it is well established that humans respond to inequity, it remains unclear the extent to which this behavior occurs in our non-human primate relatives. By comparing a variety of species, spanning from New World and Old World monkeys to great apes, scientists can begin to answer questions about how the response to inequity evolved, what the function of this response is, and why and how different contexts shape it. In particular, research across non-human primate species suggests that the response is quite variable across species, contexts, and individuals. In this paper, we aim to review these differences in an attempt to identify and better understand the patterns that emerge from the existing data with the goal of developing directions for future research. To begin, we address the importance of considering socio-ecological factors in non-human primates in order to better understand and predict expected patterns of cooperation and aversion to inequity in different species, following which we provide a detailed analysis of the patterns uncovered by these comparisons. Ultimately, we use this synthesis to propose new ideas for research to better understand this response and, hence, the evolution of our own responses to inequity.
Journal Article
Influence of personality, age, sex, and estrous state on chimpanzee problem-solving success
Despite the importance of individual problem solvers for group- and individual-level fitness, the correlates of individual problem-solving success are still an open topic of investigation. In addition to demographic factors, such as age or sex, certain personality dimensions have also been revealed as reliable correlates of problem-solving by animals. Such correlates, however, have been little-studied in chimpanzees. To empirically test the influence of age, sex, estrous state, and different personality factors on chimpanzee problem-solving, we individually tested 36 captive chimpanzees with two novel foraging puzzles. We included both female (
N
= 24) and male (
N
= 12) adult chimpanzees (aged 14–47 years) in our sample. We also controlled for the females’ estrous state—a potential influence on cognitive reasoning—by testing cycling females both when their sexual swelling was maximally tumescent (associated with the luteinizing hormone surge of a female’s estrous cycle) and again when it was detumescent. Although we found no correlation between the chimpanzees’ success with either puzzle and their age or sex, the chimpanzees’ personality ratings did correlate with responses to the novel foraging puzzles. Specifically, male chimpanzees that were rated highly on the factors Methodical, Openness (to experience), and Dominance spent longer interacting with the puzzles. There was also a positive relationship between the latency of females to begin interacting with the two tasks and their rating on the factor Reactivity/Undependability. No other significant correlations were found, but we report tentative evidence for increased problem-solving success by the females when they had detumescent estrous swellings.
Journal Article
Opportunities and Challenges of Bodily Interaction for Geometry Learning to Inform Technology Design
An increasing body of work provides evidence of the importance of bodily experience for cognition and the learning of mathematics. Sensor-based technologies have potential for guiding sensori-motor engagement with challenging mathematical ideas in new ways. Yet, designing environments that promote an appropriate sensori-motoric interaction that effectively supports salient foundations of mathematical concepts is challenging and requires understanding of opportunities and challenges that bodily interaction offers. This study aimed to better understand how young children can, and do, use their bodies to explore geometrical concepts of angle and shape, and what contribution the different sensori-motor experiences make to the comprehension of mathematical ideas. Twenty-nine students aged 6–10 years participated in an exploratory study, with paired and group activities designed to elicit intuitive bodily enactment of angles and shape. Our analysis, focusing on moment-by-moment bodily interactions, attended to gesture, action, facial expression, body posture and talk, illustrated the ‘realms of possibilities’ of bodily interaction, and highlighted challenges around ‘felt’ experience and egocentric vs. allocentric perception of the body during collaborative bodily enactment. These findings inform digital designs for sensory interaction to foreground salient geometric features and effectively support relevant forms of enactment to enhance the learning experience, supporting challenging aspects of interaction and exploiting the opportunities of the body.
Journal Article
Conceptualising touch in VR
How touch is conceptualised matters in shaping technical advancements, bringing opportunities and challenges for development and design and raising questions for how touch experience is reconfigured. This paper explores the notion of touch in virtual reality (VR). Specifically, it identifies how touch ‘connection’ is realised and conceptualised in virtual spaces in order to explore how digital remediation of touch in VR shapes the sociality of touch experiences and touch practices. Ten participants from industry and academia with an interest in touch in virtual contexts were interviewed using an in-depth semi-structured approach to elicit experiences and perspectives around the role of touch in VR. Data analysis shows the growing value and significance of touch in virtual spaces and reveals particular ways in which touch is talked about, implemented and conceptualised. It highlights changes for the sociality of touch through participants’ conceptualisations of touch as replication and illusion, and how the body is brought into this ‘touch’ space. These perspectives of touch shape who touches, what is touched and how it is touched and set an agenda for the types of touch that are facilitated by VR. The findings suggest ways in which technological techniques can be employed towards interpretive designs of touch that allow for new ways to look at touch and haptics. They also show how touch is distorted and disrupted in ways that have implications for disturbing established ‘real world’ socialities of touch as well as their renegotiation by users in the space of digitally mediated touch in VR.
Journal Article
Mobile Experiences of Historical Place: A Multimodal Analysis of Emotional Engagement
This article explores how to research the opportunities for emotional engagement that mobile technologies provide for the design and enactment of learning environments. In the context of mobile technologies that foster location-based linking, we make the case for the centrality of in situ real-time observational research on how emotional engagement unfolds and for the inclusion of bodily aspects of interaction. We propose that multimodal methods offer tools for observing emotion as a central facet of person-environment interaction and provide an example of these methods put into practice for a study of emotional engagement in mobile history learning. A multimodal analysis of video data from 16 pairs of 9- to 10-year-olds learning about the World War II history of their local Common is used to illustrate how students' emotional engagement was supported by their use of mobile devices through multimodal layering and linking of stimuli, the creation of digital artifacts, and changes in pace. These findings are significant for understanding the role of digital augmentation in fostering emotional engagement in history learning, informing how digital augmentation can be designed to effectively foster emotional engagement for learning, and providing insight into the benefits of multimodality as an analytical approach for examining emotion through bodily interaction.
Journal Article
A Framework for Conceptualising the Impact of Technology on Teaching and Learning
Although there is great interest, and considerable investment, in adopting technology within Higher Education, it is less clear what this change means to the people who implement or experience it. Presently, there is no consistent framework used to study and explain this phenomenon. In this paper, we propose a framework that can structure and guide work in the area. Work carried out as part of a Kaleidoscope-funded project (see Priceet al, 2005) to explore the impact of technology, providing an overview of current research in this area is described, outlining a framework of approaches to researching this topic, and providing an example of empirical work that fits within this methodological framework. Findings from the case study reported here focus on the role that models of teaching and learning play in the process of technology adoption and will be used to elaborate on the themes emerging from the review of existing research. The paper will conclude by considering the framework's role as a foundation for further work in this area.
Journal Article
Comparative Approaches to Studying Strategy: Towards an Evolutionary Account of Primate Decision Making
How do primates, humans included, deal with novel problems that arise in interactions with other group members? Despite much research regarding how animals and humans solve social problems, few studies have utilized comparable procedures, outcomes, or measures across different species. Thus, it is difficult to piece together the evolution of decision making, including the roots from which human economic decision making emerged. Recently, a comparative body of decision making research has emerged, relying largely on the methodology of experimental economics in order to address these questions in a cross-species fashion. Experimental economics is an ideal method of inquiry for this approach. It is a well-developed method for distilling complex decision making involving multiple conspecifics whose decisions are contingent upon one another into a series of simple decision choices. This allows these decisions to be compared across species and contexts. In particular, our group has used this approach to investigate coordination in New World monkeys, Old World monkeys, and great apes (including humans), using identical methods. We find that in some cases there are remarkable continuities of outcome, as when some pairs in all species solved a coordination game, the Assurance game. On the other hand, we also find that these similarities in outcomes are likely driven by differences in underlying cognitive mechanisms. New World monkeys required exogenous information about their partners' choices in order to solve the task, indicating that they were using a matching strategy. Old World monkeys, on the other hand, solved the task without exogenous cues, leading to investigations into what mechanisms may be underpinning their responses (e.g., reward maximization, strategy formation, etc.). Great apes showed a strong experience effect, with cognitively enriched apes following what appears to be a strategy. Finally, humans were able to solve the task with or without exogenous cues. However, when given the chance to do so, they incorporated an additional mechanism unavailable to the other primates - language - to coordinate outcomes with their partner. We discuss how these results inform not only comparative psychology, but also evolutionary psychology, as they provide an understanding of the evolution of human economic behavior, and the evolution of decision making more broadly.
Journal Article