Please use this identifier to cite or link to this item: https://ktisis.cut.ac.cy/handle/10488/9978
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dc.contributor.authorHoward-Jones, Paul-
dc.contributor.authorHolmes, Wayne-
dc.contributor.authorDemetriou, Skevi-
dc.contributor.authorJones, Carol-
dc.contributor.authorTanimoto, Eriko-
dc.contributor.authorMorgan, Owen-
dc.contributor.authorPerkins, David-
dc.contributor.authorDavies, Neil-
dc.contributor.otherΔημητρίου, Σκεύη-
dc.date.accessioned2017-02-24T12:22:34Z-
dc.date.available2017-02-24T12:22:34Z-
dc.date.issued2015-04-03-
dc.identifier.citationLearning, Media and Technology, 2015, Volume 40, Issue 2, Special Issue SI, Pages 227-246en_US
dc.identifier.issn17439884-
dc.identifier.urihttp://ktisis.cut.ac.cy/handle/10488/9978-
dc.description.abstractMany have warned against a direct 'brain scan to lesson plan' approach when attempting to transfer insights from neuroscience to the classroom. Similarly, in the effective design and implementation of learning technology, a judicious interrelation of insights associated with diverse theoretical perspectives (e.g., neuroscientific, pedagogical and classroom praxis) may be required. A design-based research approach to the development of learning technology informed by neuroscience may be one way of achieving this interrelation. Accordingly, here we report on some of the preliminary research of a web app, known as 'zondle Team Play', that allows teachers to teach whole classes using a games-based approach and which draws on concepts from neuroscience. Rather than just exploring 'what works' in terms of the technology, low-fidelity prototyping and participant design helped us explore aspects of praxis and affordances of the technological design that were contingent upon each other. Five cycles of design, intervention, analysis and reflection revealed some potential benefits of a neuroeducational approach to learning technology design, including the development of related pedagogy, identification of immediate and future neuroeducational research questions and the development of language and terms suitable for communicating across interdisciplinary boundaries.en_US
dc.formatpdfen_US
dc.language.isoenen_US
dc.publisherTaylor & Francis Ltden_US
dc.rightsCopyright © 2017 Informa UK Limiteden_US
dc.subjectTechnologyen_US
dc.subjectGamesen_US
dc.subjectRewardsen_US
dc.subjectNeuroscienceen_US
dc.subjectPedagogyen_US
dc.subjectTeachingen_US
dc.titleNeuroeducational research in the design and use of a learning technologyen_US
dc.typeArticleen_US
dc.doi10.1080/17439884.2014.943237en_US
dc.collaborationUniversity of Bristolen_US
dc.collaborationCyprus University of Technologyen_US
dc.collaborationChepstow Schoolen_US
dc.collaborationDuffryn High Schoolen_US
dc.subject.categoryEducational Sciencesen_US
dc.journalsSubscription Journalen_US
dc.countryUnited Kingdomen_US
dc.countryCyprusen_US
dc.subject.fieldSocial Sciencesen_US
dc.publicationPeer Revieweden_US
item.grantfulltextnone-
item.fulltextNo Fulltext-
item.languageiso639-1other-
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