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|Title:||Playing with fractions on an Interactive floor application: An exploratory case study in the math classroom||Authors:||Ioannou, Marianna
|Keywords:||Technology-enhanced;Whole-body learning experiences;Interactive floor applications||Category:||Educational Sciences||Field:||Social Sciences||Issue Date:||2018||Source:||13th International Conference of the Learning Sciences, 2018, 23-27 June, London, UK||Conference:||13th International Conference of the Learning Sciences||Abstract:||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.||URI:||https://ktisis.cut.ac.cy/handle/10488/14654||Rights:||© ISLS.||Type:||Conference Papers|
|Appears in Collections:||Δημοσιεύσεις σε συνέδρια/Conference papers|
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