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|Title:||Playing with fractions on an interactive floor: An exploratory case study in the math classroom||Authors:||Ioannou, Marianna
|Keywords:||Design;User interfaces;Tangible programming||Category:||Arts||Field:||Social Sciences||Issue Date:||23-Jun-2018||Source:||13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count; University College London (UCL)London, United Kingdom, 23 June 2018 through 27 June 2018||Conference:||International Conference of the Learning Sciences||Abstract:||© ISLS. The notion that engaging the body brings additional value in learning has lead researchers in evaluating technology-enhanced, whole-body learning experiences. Yet, we still need compelling evidence for the applicability of relevant tools and methods in school classrooms. We conducted an exploratory case study with 20 elementary-school students using three interactive floor applications in a typical school setting. Results demonstrated positive emotions; yet, cognitive phenomena require more careful investigation.||Description:||Proceedings of International Conference of the Learning Sciences, ICLS Volume 3, Issue 2018-June, 2018, Pages 1635-1636||URI:||https://ktisis.cut.ac.cy/handle/10488/14633||ISSN:||18149316||Type:||Conference Papers|
|Appears in Collections:||Δημοσιεύσεις σε συνέδρια/Conference papers|
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