![]() ![]() ![]() Finally, I bring and discuss new perspectives to the design of movement-based learning tools. My thesis highlights that although dancers’ learning processes are diverse, similar strategies emerge to structure their learning process. Based on the findings from all the studies, I discuss the challenge of capturing embodied knowledge to support dancers’ learning practice. My approach is to study real-life dance learning tasks in individual and collaborative settings. In this thesis, I argue that we can capture and save traces of dancers' embodied knowledge and use them to design interactive tools that support dance learning. However, these skills are in part the result of embodied implicit knowledge. Indeed, dancers embody a wide range of skills that they reuse during new dance sequences learning. Dancers' learning practice represents a rich source of information for researchers interested in designing systems that support motor learning. ![]() This thesis focuses on designing interactive tools to understand and support dance learning from videos. ![]()
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