Implementing embodied learning in the classroom: effects on children’s memory and language skills

Kosmas, Panagiotis; Ioannou, Andri; Zaphiris, Panayiotis

doi:10.1080/09523987.2018.1547948

Cited by 77 publications

(48 citation statements)

References 27 publications

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“…The term “Performance Analytics” includes data on the child’s performance and the countable product of their learning. Some examples are completion time, achievement or otherwise (1 or 0) of the assignment, speed of task resolution, the number of attempts or failures and the level of complexity of the problem‐solving process (Diago, González‐Calero & Arnau, 2019; Kosmas, Ioannou & Zaphiris, 2019; Sharma, Papamitsiou & Giannakos, 2019). Moreover, the study by Roberts, Chung and Parks (2016) measures “accuracy” as the ratio between correct and incorrect answers, and each game is evaluated according to a proficiency level.…”

Section: Resultsmentioning

confidence: 99%

“…Other authors (Modafferi, Boniface, Crowle, Star & Middleton, 2017; Papavlasopoulou, Sharma & Giannakos, 2018; Sharma, Papavlasopoulou & Giannakos, 2019) also opt for self‐evaluation by children over 7 and 8 years old using a Likert scale with emoticons instead of numbers. Some researchers choose mixed designs to complement or verify the results of the MMLA, including qualitative methodologies such as semi‐structured interviews with teachers, children and/or parents (Abrahamson et al ., 2015; Junokas et al ., 2018; Kosmas et al ., 2019; Kourakli et al ., 2017; Martinez‐Maldonado et al , 2017; Pérez et al ., 2018; Spikol et al ., 2018) or direct observations by teachers in the classroom (Kosmas et al ., 2017; Kosmas et al ., 2019). At least until MMLA research possesses standardised tools and strategies suited to children under the age of six, the MMLA “supervised” option seems the most efficient and is the most widely recognised for obtaining quality data.…”

Section: Resultsmentioning

confidence: 99%

“…(2016) mention another ethical design principle: guaranteeing that children’s personal information cannot be tracked. Other authors expressed concerns about ensuring anonymity, but few explicitly reported having obtained the ethical approval or pre‐approval of an institutional review board (Goodwin et al ., 2019; Kosmas et al ., 2019; Martinez‐Maldonado et al ., 2017; Papavlasopoulou, Sharma & Giannakos, 2018; Rudovic et al ., 2018). Regarding data protection, Ochoa and Worsley (2016) reflect on the management, classification and storage of LA, indicating that all these processes generate questions about privacy.…”

Section: Resultsmentioning

confidence: 99%

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Multimodal Learning Analytics research with young children: A systematic review

Lanna¹

2020

Brit J Educational Tech

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Learning Analytics and Multimodal Learning Analytics are changing the way of analysing the learning process while students interact with an educational content. This paper presents a systematic literature review aimed at describing practices in recent Multimodal Learning Analytics and Learning Analytics research literature in order to identify tools and strategies useful for the assessment of the progress and behaviour of children under 6 years old in respect of their learning. The purpose is to provide guidance for Multimodal Learning Analytics research with children under 6 years old to assess their engagement in a task, their emotions, attention, understanding and achievement of a goal. The current state of knowledge on Multimodal Learning Analytics research suggests how performance analytics, face and speech recognition systems, eye tracking, Kinect analytics and wristbands could be used with children. The results show the complexity of collecting data using non‐invasive methodologies with children under 6 years old. Ethical implications related to multimodal data from audio, visual, biometric and quantitative measures of child behaviour are discussed.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Multimodal Learning Analytics research with young children: A systematic review

Lanna¹

2020

Brit J Educational Tech

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“…The students demonstrate just a few months after being introduced to the VW, how to develop different participation in tasks. For example, the ability to exercise autonomy, to activate the real and virtual resources embodied in learning places and in giving opportunities for physical interaction with the learning material and virtual resources (Kosmas et al, 2019). The use of VW requires a form of adaptation to the available resources, making explicit the reference to them whether they are real or virtual.…”

Section: Discussionmentioning

confidence: 99%

Embodiment in knots of sense-making between learning physical and virtual configurations

Impedovo

Gadille

2020

E-Learning and Digital Media

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The purpose of this study was to explore the implications of students’ and teacher’s creative configuration in the physical and virtual world. This analysis will be performed in a secondary school. Adopting a socio-material perspective, this paper focuses on embodiment configuration features for sense-making via new technology mediation. The context of this study was a secondary school who were adopting an immersive 3 D virtual world in different teaching and learning subjects. Selected episodes from video-recordings of two types of sessions mediated by a virtual world – online and in the classroom – were analysed. The analytical framework of this paper draws on the complex and creative configurations of the body in both the physical and virtual setting. Our results highlight the creative ways in which the arrangement of teacher and student bodies acted as a mediational instrument between real and virtual settings.

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“…It is a continuous attempt to clarify the activity and the intersubjective understanding between the virtual and material process (Kosmas et al, 2019) The hybridity of space and time The space-time of interactions is here conceptualised in terms of the heterotopia (a place where many layers of material, symbolic, virtual space overlap and alternate- Foucault, 1967) and chronotope (patterns of organisation of space and time)…”

Section: Hybridity Of Bodymentioning

confidence: 99%

Open Perspectives

Impedovo¹

2021

SpringerBriefs in Education

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The chapter invites the readers to open a discussion on the implication of emergent technology-like virtual reality, robotics and augmented reality-on teacher practices in the classroom on a practical level and a broader impact on professional development. In current educational literature, points of discussion are explored toward a posthuman teacher professional development, moving toward critical and participative mean-making in trouble time. Keywords Emergent technology, robotics • Mean-making • Trouble time 1. Becoming a Teacher: to be a Teacher 2.SupporƟng the Teacher's Professional Development 3. Role of the Personal Resources in Teaching Process 4. Role of the Tools and ICT in Teaching Process 5. Role of CollaboraƟon in Teaching Process 6. Role of CollaboraƟon in Teaching Process Open PerspecƟvesThe use of different kinds of emerging technology, such as Virtual/Augmented/Mixed Reality, Sensory Augmentation Technologies, Artificial Intelligence and Robotics, requires a form of adaptation to the available resources, making explicit the reference to them. The interaction with the new technology is lived no longer as an experience in itself, preferably based on the frame of social meanings in which each individual can place it. In this sense, learning and interactions are extensively transformed when integrating emerging technologies. Learning, therefore, becomes a becoming with and through technology.

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Implementing embodied learning in the classroom: effects on children’s memory and language skills

Cited by 77 publications

References 27 publications

Multimodal Learning Analytics research with young children: A systematic review

Multimodal Learning Analytics research with young children: A systematic review

Embodiment in knots of sense-making between learning physical and virtual configurations

Open Perspectives

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