Effects of Integrated Physical Exercises and Gestures on Preschool Children’s Foreign Language Vocabulary Learning

By Myrto-Foteini Mavilidi, Anthony Okely, Paul Chandler, D. Cliff, Fred Paas. Educational Psychology Review, 2015

192 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/5c38ec727b69d0f5584dbb77057f2c115e493eca

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Paul M. Leseman
2. Anthony Okely

In Social Psychology

1. O. Oudgenoeg‐Paz
2. Rianne van den Berghe
3. J. Spence
4. S. V. D. van der Ven
5. Paul M. Leseman
6. Josje Verhagen
7. Anthony Okely

Citations in the corpus

• Social Robots for Language Learning: A Review (2018, background): “However, it is possible that the use of objects and exercises could lead to higher learning gains (Kersten & Smith, 2002; Mavilidi et al., 2015; Toumpaniari et al., 2015).”
• Effects of Integrating Physical Activities Into a Science Lesson on Preschool Children's Learning and Enjoyment (2017, unknown): “Mavilidi et al. (2015) targeted foreign language vocabulary learning conducted 15-20 min, twice per week for 4 weeks, when children were randomly assigned to four conditions: in the integrated condition, they performed physical activities related to the meaning of the words (e.g., dancing for the…”
• Systematic review of the relationships between physical activity and health indicators in the early years (0-4 years) (2017, background): “groups (physical activity to enact meaning of words and physical activity unrelated to words) compared to the control groups (no physical activity) [110].”