This interdisciplinary project explores embodied engagements in online and face-to-face collaborative interactions. Innovatively, we approach this investigation grounded in the Embodied Cognition theoretical framework, which regards cognition as dependent to the body and its affordances for action when in interaction with the world. This theoretical stand changes the way we understand social cognition and thus widen the perspectives on how we can investigate social interactions and learning . Our guiding aim is to understand the implications of altering environmental affordances from face-to-face to online learning settings on students’ bodily engagement, attention, emotion and cognitive regulation during collaborative situations. We plan to explore the topic by an in-depth analysis of students’ attention distribution, coordinated actions, regulations of learning and self-awareness, using a combination of eye-tracking, video recordings and self-report data from live and online collaborative interactions. Data collection starts in February 2022 and involves different measurements of physiological data collected during collaborative interactions.
Master’s students included in this project:
Meryem Tugba Yetimakman, Faculty of Education and Culture, Tampere University
Harry Quedenfeld, Faculty of Education and Culture, Tampere University