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An evaluation of multimodal interactions with technology while learning science concepts

Anastopoulou, Stamatina; Sharples, Mike and Baber, Chris (2011). An evaluation of multimodal interactions with technology while learning science concepts. British Journal of Educational Technology, 42(2) pp. 266–290.

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This paper explores the value of employing multiple modalities to facilitate science learning with technology. In particular, it is argued that when multiple modalities are employed, learners construct strong relations between physical movement and visual representations of motion. Body interactions with visual representations, enabled by interactive technologies, can encourage rhythmic cycles of engagement and reflection. A study was carried out to investigate how students interpret distance–time and velocity–time graphs created through hand movement. It explored the dynamic coupling between their body movements and graphs, and their subsequent interpretation and production of graphs on paper.

The results show that physical manipulation of kinematics graphs has a significantly greater effect on students' ability to relate graphs to movement than observing the graphs being produced by someone else

Item Type: Journal Item
Copyright Holders: 2010 The Authors, 2010 British Journal of Educational Technology, 2010 Becta
ISSN: 1467-8535
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
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Item ID: 31249
Depositing User: Users 9957 not found.
Date Deposited: 16 Jan 2012 17:29
Last Modified: 19 Mar 2019 11:54
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