Please use this identifier to cite or link to this item: https://hdl.handle.net/20.500.14279/14260
DC FieldValueLanguage
dc.contributor.authorGeorgiou, Yiannis-
dc.contributor.authorIoannou, Andri-
dc.date.accessioned2019-07-02T21:21:03Z-
dc.date.available2019-07-02T21:21:03Z-
dc.date.issued2019-06-29-
dc.identifier.citationLearning in a digital world, 2019, Pages 155-177en_US
dc.identifier.isbn978-981-13-8265-9-
dc.identifier.urihttps://hdl.handle.net/20.500.14279/14260-
dc.description.abstractThere is a widespread assumption that technology-enhanced embodied learning environments, which are grounded on the notion of embodied cognition, can promote learning. The current study reviews the empirical basis of this assumption by examining literature published from 2008 to 2017 which employed technology-enhanced embodied learning environments in K-12 education. Overall, 41 journal articles were included in the review study; these were indexed in four databases (Education Research Complete [via EBSCO], ERIC, JSTOR, and Scopus) as well as in Google Scholar, or were identified via the ancestry method. As part of our analysis, we focused on the type of technology-enhanced embodied environments utilized for educational purposes, the research methods adopted for their evaluation, and the educational contexts in which they were implemented. At the core of this review study, we investigated students’ learning outcomes across the cognitive, affective, and psychomotor domains, while we examined the learning effectiveness of technology-enhanced embodied environments, as compared to other interfaces and forms of instruction. In general, the review revealed positive outcomes about the use of technology-enhanced embodied learning environments in K-12. Most of the reviewed studies were contextualized in STEM education, adopted gesture-based technologies, and evaluated students’ learning using retrospective measures grounded on pre–post-testing. Cognitive outcomes were dominant in the reviewed studies, while the evaluation of affective and psychomotor outcomes received less attention. Most of the reviewed comparative studies reported that students in the embodied learning condition had increased learning gains, when compared to their counterparts in the control or comparison groups. However, these findings should be treated with caution due to a set of methodological concerns that this review identified. We conclude this chapter with a synthesis of our findings in the form of emerged implications and we provide a set of guidelines for future research and practice in the field of technology-enhanced embodied learning environments.en_US
dc.formatpdfen_US
dc.language.isoenen_US
dc.relationThe Interactive Media, Education and Edutainment MRG (EdMedia)en_US
dc.rights© Springer Nature Singapore Pte Ltd. 2019en_US
dc.subjectEmbodied cognitionen_US
dc.subjectTechnology-enhanced learningen_US
dc.subjectEmbodied learning environmentsen_US
dc.subjectLearning outcomesen_US
dc.subjectK-12 educationen_US
dc.titleEmbodied learning in a digital world: a systematic review of empirical research in K-12 educationen_US
dc.typeBook Chapteren_US
dc.collaborationCyprus University of Technologyen_US
dc.collaborationUniversity of Cyprusen_US
dc.subject.categoryEducational Sciencesen_US
dc.countryCyprusen_US
dc.subject.fieldSocial Sciencesen_US
dc.publicationPeer Revieweden_US
dc.identifier.doi10.1007/978-981-13-8265-9_8en_US
cut.common.academicyear2018-2019en_US
item.fulltextNo Fulltext-
item.openairecristypehttp://purl.org/coar/resource_type/c_3248-
item.openairetypebookPart-
item.grantfulltextnone-
item.languageiso639-1en-
item.cerifentitytypePublications-
crisitem.author.deptDepartment of Communication and Internet Studies-
crisitem.author.deptDepartment of Multimedia and Graphic Arts-
crisitem.author.facultyFaculty of Communication and Media Studies-
crisitem.author.facultyFaculty of Fine and Applied Arts-
crisitem.author.orcid0000-0002-2850-8848-
crisitem.author.orcid0000-0002-3570-6578-
crisitem.author.parentorgFaculty of Communication and Media Studies-
crisitem.author.parentorgFaculty of Fine and Applied Arts-
crisitem.project.grantnoEdMedia-
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