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|Title:||Moving bodies to moving minds: a study of the use of motion-based games in special education||Authors:||Kosmas, Panagiotis
|Keywords:||Educational games;Embodied cognition;Embodied learning;Inclusive education;Kinect-based games;Kinesthetic learning;Motion-based technology;Students with special educational needs||Category:||Educational Sciences||Field:||Social Sciences||Issue Date:||Nov-2018||Publisher:||Springer New York LLC||Source:||TechTrends, 2018, Volume 62, Issue 6, Pages 594–601||DOI:||https://doi.org/10.1007/s11528-018-0294-5||Abstract:||From an embodied learning perspective, the active human body can alter the function of the brain and therefore, the cognitive process. In this work, children’s activity using motion-based technology is framed as an example of embodied learning. The present investigation focuses on the use of a series of Kinect-based educational games by 31 elementary students with special educational needs in mainstream schools, during a five-month intervention study. Results based on psychometric pre-post testing in conjunction with games-usage analytics, a student attitudinal scale, teachers’ reflection notes and teacher interviews, demonstrated the positive impact of the games on children’s short-term memory skills and emotional stage. Overall, the study improves our understanding of embodied learning via motion-based technology in teaching and learning with children with special educational needs.||URI:||http://ktisis.cut.ac.cy/handle/10488/11860||ISSN:||87563894||Rights:||© 2018 Association for Educational Communications & Technology||Type:||Article|
|Appears in Collections:||Άρθρα/Articles|
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