Incorporating Kinesthetic Learning into University Classrooms: An Example from Management Information Systems

Christopher B Califf
Journal of Information Technology Education: Innovations in Practice  •  Volume 19  •  2020  •  pp. 031-045

Students tend to learn best when an array of learning styles is used by instructors. The purpose of this paper is to add, to introduce, and to apply the concepts of kinesthetic learning and learning structures to university and STEM education.

The study applies the concept of kinesthetic learning and a learning structure called Think-Pair-Share to an experiential exercise about Moore’s Law in an introductory MIS classroom. The paper details the exercise and each of its components.

Students in two classes were asked to complete a short survey about their conceptual understanding of the course material before and after the experiential exercise.

The paper details the benefits of kinesthetic learning and learning structures and discusses how to apply these concepts through an experiential exercise used in an introductory MIS course.

Results indicate that the kinesthetic learning activity had a positive impact on student learning outcomes.

University educators can use this example to structure several other learning activities that apply kinesthetic learning principles.

Researchers can use this paper to study more about how to incorporate kinesthetic learning into education, and about teaching technology concepts to undergraduate students through kinesthetic learning.

The results of this study may be extremely beneficial for the university and STEM community and overall academic business community.

Researchers should consider longitudinal studies and other ways to incorporate kinesthetic learning activities into education.

kinesthetic learning, learning structure, drawing, Moore’s Law, STEM
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