This article explores the role of sensorimotor engagement in students' learning of a challenging science, technology, engineering, and math-related concept. Previous research has failed to distinguish two features commonly associated with embodiment: sensorimotor engagement and visuospatial concreteness. In the current research, we ask whether sensorimotor engagement-operationalized as watching a video of hands manipulating paper representations-offers unique benefits beyond the visuospatial concreteness of a dynamic visualization of the same process. Participants were randomly assigned to one of three conditions to learn about the shuffle() function in R: a Watch Hands Moving Objects group, which watched a video with hands; a Watch Moving Objects group, which watched a video with a dynamic visualization in which objects moved without hands; or a control group, which watched a live-coding video that did not include either hands or visuospatial representations. Results revealed that only participants in the Watch Hands Moving Objects group demonstrated significantly superior performance compared with both the Watch Moving Objects group and control groups. These findings highlight the unique benefit of sensorimotor engagement for learning, contributing to a deeper understanding of how embodiment can enhance the learning process. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

中文翻译：

---

观察手部移动可增强从具体和动态可视化中学习的效果。


本文探讨了感觉运动参与在学生学习具有挑战性的科学、技术、工程和数学相关概念中的作用。以前的研究未能区分通常与实施例相关的两个特征：感觉运动参与和视觉空间具体性。在目前的研究中，我们询问感觉运动参与（如观看手操纵纸张表示的视频）是否提供了超越同一过程动态可视化的视觉空间具体性的独特好处。参与者被随机分配到三个条件之一，以了解 R 中的 shuffle（） 函数：Watch Hands Moving Objects 组，该组用手观看视频;“观看移动对象”组，该组观看具有动态可视化效果的视频，其中对象无需手即可移动;或者对照组，观看不包含手部或视觉空间表示的实时编码视频。结果显示，与 Watch Moving Objects 组和对照组相比，只有 Watch Hands Moving Objects 组的参与者表现出明显优于 Watch Moving Objects 组的表现。这些发现强调了感觉运动参与学习的独特好处，有助于更深入地理解体现如何增强学习过程。（PsycInfo 数据库记录 （c） 2024 APA，保留所有权利）。