For efficient navigational search, humans require full physical movement but not a rich visual scene

During navigation, humans combine visual information from their surroundings with body-based information from the translational and rotational components of movement. Theories of navigation focus on the role of visual and rotational body-based information, even though experimental evidence shows they are not sufficient for complex spatial tasks. To investigate the contribution of all three sources of information, we asked participants to search a computer generated “virtual” room for targets. Participants were provided with either only visual information, or visual supplemented with body-based information for all movement (walk group) or rotational movement (rotate group). The walk group performed the task with near-perfect efficiency, irrespective of whether a rich or impoverished visual scene was provided. The visual-only and rotate groups were significantly less efficient, and frequently searched parts of the room at least twice. This suggests full physical movement plays a critical role in navigational search, but only moderate visual detail is required

Railroad Brotherhoods

[Excerpt] The traditional pattern of union organization in the railroad industry has been along multiple craft-union lines. As late as 1970 there were more than thirty separate unions representing the approximately 800,000 railway workers of the nation. Historically, the unions have been divided into two groupings: the operating employees, who are involved in the physical movement of trains, and nonoperating employees, an amorphous group composed of workers who fall into numerous classifications

Early Childhood Professionals\u27 Perspectives: Physically Moving and Attending to Structured Tasks

Limited research is available on how physical movement affects attending behavior in preschool-aged children. The primary purpose of this case study was to identify how early childhood educational team members perceive the use of physical movement to increase attending behavior in structured activities within inclusive preschool classrooms in one Minnesota public school setting. A survey was electronically distributed to 22 early childhood professionals and 17 surveys were returned. Overall, the participants in this survey agreed that physical movement activities increases preschool-age children’s attending behavior in structured activities within an inclusive preschool classroom. Participants’ responses also indicated that they perceive improvements in preschoolers’ communication, cognitive, motor, and social skills when movement activities are combined with early childhood structured activities. As a result of this study, participants expressed their understanding of the importance physical movement has on young children’s overall learning and developmen

The Impact of Physical Movement on Academic Learning

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DigiWall - an audio mostly game

DigiWall is a hybrid between a climbing wall and a computer game. The climbing grips are equipped with touch sensors and lights. The interface has no computer screen. Instead sound and music are principle drivers of DigiWall interaction models. The gaming experience combines sound and music with physical movement and the sparse visuals of the climbing grips. The DigiWall soundscape carries both verbal and nonverbal information. Verbal information includes instructions on how to play a game, scores, level numbers etc. Non-verbal information is about speed, position, direction, events etc. Many different types of interaction models are possible: competitions, collaboration exercises and aesthetic experiences

Every Step Counts: When Physical Movement Affects Perceived Value

Physical movement is an important contextual factor during customer’s decision-making. Yet, little is known about how movement can affect customer’s response to mobile promotions, or how it can influence the search and evaluation of products in a retail setting. Across three studies, this research shows that physical movement improves the perceived value of products and promotions for customers with a predominant locomotion motivation. Such effects are mediated by engagement. One implication is that retailers may increase engagement for individuals with a predominant locomotion motivation by playing mobile adverts when cellular sensors indicate movement

Sonic City: Prototyping a wearable experience

Sonic City is a project exploring mobile interaction and wearable technology for everyday music creation. A wearable system has been developed that creates electronic music in real-time based on sensing bodily and environmental factors - thus, a personal soundscape is co-produced by physical movement, local activity, and urban ambiance simply by walking through the city. Applying multi-disciplinary methods, we have developed the wearable from a scenario-driven, aesthetic and lifestyle perspective. A garment has been crafted for 'trying on' interaction and wearabilty options with users on-site in the city. With this prototype, we have been able to expore and rapidly iterate context and content, social and human factors of the wearable application

Physical Movement and the Impact on Pre-Literacy Skills

The purpose of this study was to determine if 10 minutes of additional physical movement every school day for 18 weeks would affect cognitive development (pre-literacy skills) of Kindergarten students and to determine what areas of pre-literacy test scores were affected. Twenty Kindergarten students from one Kindergarten classroom located in a central Minnesota public school participated in the study for 18 weeks. The 20 students were randomly divided into two groups, an experimental group and control group. The experimental group participated in the structured daily movement program, which was Stimulating Maturity Through Accelerated Readiness Training (S.M.A.R.T.) in a separate room and the control group did not participate in the movement program, but engaged in free play activities in the classroom. Free play consisted of the students having the option to use the same academic materials as the experimental group and play academic games, but in an unstructured setting. Both groups had adults to assist them with the academic pieces if needed. Pre-literacy skills were measured by DIBELS Next assessment for all Kindergarten children in September, 2017, and again in January, 2018. The skills assessed included Letter Naming Fluency and First Sound Fluency; the assessment also calculated a composite score for those skills. The mean score of each group was calculated in each area and compared pre-study and post-study. Results of this study indicated participation in 10 minutes of S.M.A.R.T. movements daily over an 18-week period had a positive impact on pre-literacy test scores in the area of Letter Naming Fluency. In the area of First Sound Fluency, the results of the study indicate the additional movement activities did not have a positive impact on pre-literacy test scores. The overall average composite score reveals participation in the S.M.A.R.T. movement curriculum did not have a positive effect on all pre-literacy skills