The feeling of how it happens: haptic cognition in (pronunciation) teaching

Am often asked the question as to how "haptic" (movement+touch) can enhance teaching, especially pronunciation teaching. A neat new study by Shaikh, Magana, Neri, Escobar-Castillejos, Noguez and Benes, Undergraduate students’ conceptual interpretation and perceptions of haptic-enabled learning experiences, is "instructive". Specifically, the study,

 " . . . explores the potential of haptic technologies in supporting conceptual understanding of difficult concepts in science, specifically concepts related to electricity and magnetism."

Now aside from the fact that work with (haptic) pronunciation teaching should certainly feel at times both "electric and magnetic", the research illustrates how haptic technology, in this case a joy-stick-like device, can help students more effectively figure out some basic, fundamental concepts. In essence, the students were able to "feel" the effect of current changes and magnetic attraction as various forces and variables were explored. The response from students to the experience was very positive, especially in terms of affirmation of understanding the key ideas involved.

The real importance of the study, however, is that haptic engagement is not seen as simply "reinforcing" something taught visually or auditorily. It is basic to the pedagogical process. In other words, experiencing the effect of electricity and magnetic attraction as the concepts are presented results in (what appears to be) a more effective and efficient lesson. It is experiential learning at its best, where what is acquired is more fully integrated cognition, where the physical "input" is critical to understanding, or may, in fact, precede more "frontal" conscious analysis and access to memory. (Reminiscent, of course, of Damasio's 2000 book: The feeling of how it happens: Body and emotion in the making of consciousness. Required reading!)

An analogous process is evident in haptic pronunciation instruction or any approach that systematically uses gesture or rich body awareness. The key is for that awareness, of movement and vibration or resonance, to at critical junctures PRECEDE explanation, modeling, reflection and analysis, not simply to accompany speech or visual display. (Train the body first! - Lessac)

We are doing a workshop in May that will deal with discourse intonation and orientation (the phonological processes that span sentence and conversational turn boundaries). We'll be training participants in a number of pedagogical gestures that later will accompany the speech in that bridging. To see what some of those used for expressiveness look (and feel) like, go here!

KIT






http://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-017-0053-2