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dc.contributor.authorKosmas, Panagiotis-
dc.contributor.authorIoannou, Andri-
dc.contributor.authorRetalis, Symeon-
dc.identifier.citationTechTrends, 2018, Volume 62, Issue 6, Pages 594–601en_US
dc.description.abstractFrom 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.en_US
dc.publisherSpringer New York LLCen_US
dc.rights© 2018 Association for Educational Communications & Technologyen_US
dc.subjectEducational gamesen_US
dc.subjectEmbodied cognitionen_US
dc.subjectEmbodied learningen_US
dc.subjectInclusive educationen_US
dc.subjectKinect-based gamesen_US
dc.subjectKinesthetic learningen_US
dc.subjectMotion-based technologyen_US
dc.subjectStudents with special educational needsen_US
dc.titleMoving bodies to moving minds: a study of the use of motion-based games in special educationen_US
dc.collaborationCyprus University of Technologyen_US
dc.collaborationUniversity of the Piraeusen_US
dc.subject.categoryEducational Sciencesen_US
dc.journalsSubscription Journalen_US
dc.subject.fieldSocial Sciencesen_US
dc.publicationPeer Revieweden_US
item.fulltextNo Fulltext-
item.languageiso639-1other- of Multimedia and Graphic Arts- of Fine and Applied Arts- of Fine and Applied Arts-
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