Situated Cognition Theory


Another important area of research that shows up in the review of animation and instruction is situated cognition theory.
“According to the cognition theory, knowledge is contextualized and develops through constant activities so that it is essential to create an appropriate learning situation to encourage students to learn in real situations. Situated Cognition Theory equally emphasizes that learners should be the main body in the design of learning, the arrangement of the content and activities should be associated with the concrete practice of human society. Teachers should organize activities of class teaching that are similar to real human practice, at best in the real situation, meantime, mingle the acquisition of knowledge and the development of learners as well as the identity construction.”

US-China Foreign Language, January 2017, Vol. 15, No. 1, 16-22
doi:10.17265/1539-8080/2017.01.004
An Empirical Study of the Influence of Multimedia on Primary
School English Teaching Based on Situated Cognition Theory
—A Case Study of Nanyuan Central Primary School
QI Jia-yu

When looking to support situated learning, animation can sometimes bring students closer to reality than text only or even text and graphics. Another application is having learners as the main body, create animations and/or videos of reality.

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