Playing with fractions on an interactive floor: An exploratory case study in the math classroom

Please use this identifier to cite or link to this item: https://hdl.handle.net/20.500.14279/14633

Title:	Playing with fractions on an interactive floor: An exploratory case study in the math classroom
Authors:	Ioannou, Marianna Ioannou, Andri
Major Field of Science:	Social Sciences
Field Category:	Arts
Keywords:	Design;User interfaces;Tangible programming
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://hdl.handle.net/20.500.14279/14633
ISSN:	18149316
Type:	Conference Papers
Affiliation :	Cyprus University of Technology
Appears in Collections:	Δημοσιεύσεις σε συνέδρια /Conference papers or poster or presentation

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