Please use this identifier to cite or link to this item: https://ktisis.cut.ac.cy/handle/10488/12654
DC FieldValueLanguage
dc.contributor.authorKosma, Panagiotis-
dc.contributor.authorIoannou, Andri-
dc.contributor.authorRetalis, Symeon-
dc.date.accessioned2018-08-10T11:02:48Z-
dc.date.available2018-08-10T11:02:48Z-
dc.date.issued2017-09-
dc.identifier.citation12th European Conference on Technology Enhanced Learning, 2017, Tallinn, Estonia, 12-15 Septemberen_US
dc.identifier.urihttp://ktisis.cut.ac.cy/handle/10488/12654-
dc.description.abstractEmbodied learning, under the lens of Embodied Cognition theory, emphasizes on the inseparable link between brain, body and the world; it considers that the active human body can alter the function of the brain and therefore the cognitive process. From this perspective, the exploration of learning environments that promote bodily activity in relation to cognitive tasks are gaining the attention of the research community in the recent days. One such case is the use of multimodal, motion-based games mediated by sensors like a Kinect camera to enable learning through active and embodied interaction with learning content. This paper presents findings from an empirical investigation of using embodied touchless interactive games to enhance motor performance for children with learning disabilities and motor impairments. Young children, mainly attending special units within mainstream elementary schools, participated in a five-month intervention. Kinetic analytics, together with teachers’ self-reported observations and interviews, revealed improvements in children’s motor performance, particularly psychomotor ability and psychomotor speed. The paper contributes to the technology-enhanced learning community by providing insights into the use of embodied learning technology in special education.en_US
dc.formatpdfen_US
dc.language.isoenen_US
dc.publisherSpringer Verlagen_US
dc.rights© Springer International Publishing AG 2017.en_US
dc.subjectEmbodied cognitionen_US
dc.subjectEmbodied learningen_US
dc.subjectKinecten_US
dc.subjectLearning disabilitiesen_US
dc.subjectMotion-based gamesen_US
dc.subjectNatural interactionen_US
dc.subjectSpecial educationen_US
dc.subjectTechnology-enhanced learningen_US
dc.titleUsing embodied learning technology to advance motor performance of children with special educational needs and motor impairmentsen_US
dc.typeConference Papersen_US
dc.doihttps://doi.org/10.1007/978-3-319-66610-5_9en_US
dc.collaborationCyprus University of Technologyen_US
dc.collaborationUniversity of the Piraeusen_US
dc.subject.categoryEducational Sciencesen_US
dc.countryCyprusen_US
dc.countryGreeceen_US
dc.subject.fieldSocial Sciencesen_US
dc.publicationPeer Revieweden_US
cut.common.academicyear2016-2017en_US
item.grantfulltextnone-
item.fulltextNo Fulltext-
item.languageiso639-1other-
crisitem.author.deptDepartment of Multimedia and Graphic Arts-
crisitem.author.facultyFaculty of Fine and Applied Arts-
crisitem.author.orcid0000-0003-3079-5556-
crisitem.author.orcid0000-0002-3570-6578-
crisitem.author.parentorgFaculty of Fine and Applied Arts-
Appears in Collections:Δημοσιεύσεις σε συνέδρια/Conference papers
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