Tackling the challenge of hands-on learning from cognitive perspective

Yu Liang Ting*, Yaming Tai

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference contribution


Hands-on learning has been advocated by many educators to promote students’ motivation and provide concrete learning experience. The end-product of hands-on work is also treated as the main learning goal and adopted to gauge students’ performance. However, the industrial automation of robotics and advance of artificial intelligence cast doubt on such education rationale. This study, from the perspective of cognition, addressed the challenge of hands-on learning and summarized contemporary literatures to provide supports for teachers. Students’ high-level cognition ability and capability in grasping core concepts and the concepts themselves are claimed to be the undeniable value of learning, especially in higher education. This study hopes to contribute to teachers’ better understanding of hands-on learning and adopt such pedagogy accordingly.

Original languageEnglish
Title of host publicationCognitive Cities - 2nd International Conference, IC3 2019, Revised Selected Papers
EditorsJian Shen, Yao-Chung Chang, Yu-Sheng Su, Hiroaki Ogata
Number of pages9
ISBN (Print)9789811561122
Publication statusPublished - 2020
Event2nd International Cognitive Cities Conference, IC3 2019 - Kyoto, Japan
Duration: 2019 Sept 32019 Sept 6

Publication series

NameCommunications in Computer and Information Science
Volume1227 CCIS
ISSN (Print)1865-0929
ISSN (Electronic)1865-0937


Conference2nd International Cognitive Cities Conference, IC3 2019


  • Cognition
  • Hands-on learning
  • Multiple representations
  • Pedagogy

ASJC Scopus subject areas

  • General Computer Science
  • General Mathematics


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