Investigating In-Service Teachers’ Concerns About Adopting Technology-Enhanced Embodied Learning

Georgiou, Yiannis; Ioannou, Andri

doi:10.1007/978-3-030-29736-7_47

Cited by 8 publications

(7 citation statements)

References 3 publications

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“…In recent years, high-embodied digital learning games, grounded in motion-based technologies (e.g., Kinect, Wii, Motion) and immersive interfaces (e.g., virtual or mixed reality technologies) have started to emerge and enter the educational arena. The prevalence of these innovative digital games in comparison to low-embodied digital educational games is often attributed to their perceived affordances to facilitate experienced immersion by creating an embodied sense of being into the digital game [15,25,39]. However, despite these arguments, empirical research is mainly focused on the evaluation of experienced immersion in highly controlled laboratory settings with young adult populations, using non-educational high-embodied digital games.…”

Section: Discussionmentioning

confidence: 99%

“…Others have conducted design-based research, in order to generate recommendations for the design of more effective embodied digital educational games [24]. In addition, a few prior studies have taken place in special education units [38], rather than in mainstream educational settings [39,40].…”

Section: Immersion In Embodied Digital Gamesmentioning

confidence: 99%

“…According to the four-level taxonomy of embodiment suggested by Johnson-Glenberg, Birchfield, Tolentino, and Koziupa [39] desktop-based games are included in the two lowest levels of the taxonomy as they provide no opportunities for sensorimotor engagement. In contrast, Kinect-based games, which allow hand gestures or body movements closely mapped to the educational content that must be learned, are included in the upper levels of the taxonomy.…”

Section: The Digital Gamementioning

confidence: 99%

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Investigating Immersion and Learning in a Low-Embodied versus High-Embodied Digital Educational Game: Lessons Learned from an Implementation in an Authentic School Classroom

Georgiou

Ioannou

2019

MTI

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Immersion is often argued to be one of the main driving forces behind children’s learning in digital educational games. Researchers have supported that movement-based interaction afforded by emerging embodied digital educational games may heighten even more immersion and learning. However, there is lack of empirical research warranting these claims. This case study has investigated the impact of high-embodied digital educational game, integrated in a primary school classroom, on children’s immersion and content knowledge about nutrition (condition1 = 24 children), in comparison to the impact of a low-embodied version of the game (condition2 = 20 children). Post-interventional surveys investigating immersion indicated that there was difference only on the level of engagement, in terms of perceived usability, while children’s learning gains in terms of content knowledge did not differ among the two conditions. Interviews with a subset of the children (n = 8 per condition) resulted in the identification of (a) media form, (b) media content and (c) context-related factors, which provided plausible explanations about children’s experienced immersion. Implications are discussed for supporting immersion in high-embodied educational digital games.

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Section: Discussionmentioning

confidence: 99%

Section: Immersion In Embodied Digital Gamesmentioning

confidence: 99%

Section: The Digital Gamementioning

confidence: 99%

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Investigating Immersion and Learning in a Low-Embodied versus High-Embodied Digital Educational Game: Lessons Learned from an Implementation in an Authentic School Classroom

Georgiou

Ioannou

2019

MTI

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“…Teachers' lack of awareness regarding the value of gestures in teaching and learning contexts is not surprising. Teacher education and professional development programs provide little to no guidance on gesture use in classrooms (Georgiou & Ioannou, 2019;Roth, 2001). Still, teachers' naïveté of the role of gestures in cognition may well impact their skills of noticing how gestures can convey students' reasoning.…”

Section: Teachers' Views Of Gestures In Learning and Teachingmentioning

confidence: 99%

Improving Pre-service Teachers’ Noticing and Attitudes about Embodied Mathematical Reasoning through Collaborative Online Professional Learning

Sung¹,

Swart²,

Nathan³

2023

Preprint

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K-12 pre-service teachers (PSTs, n=16) participated in a collaborative online teacher professional development program aimed at increasing their noticing and beliefs about embodied mathematical reasoning. Before and after the intervention, PSTs assessed the quality of students’ geometric reasoning as portrayed in videos of student speech and gestures, and completed a validated survey regarding teachers’ attitudes about gesture for learning and instruction. PSTs then participated in the collaborative embodied professional learning experiences, which included playing and then designing content for a motion-capture video game for improving students’ geometric reasoning and proof production through embodied interactions. Results from multimodal discourse analysis of video-prompted interviews with PSTs, epistemic network analysis, and the surveys reveal significant improvements in PSTs’ noticing, interpreting, and appreciating of embodied forms of mathematical ways of knowing, and improved attitudes about the role of gestures in learning and teaching. Implications are offered for developing teachers’ noticing skills and formative assessment practices that include students’ nonverbal ways of expressing mathematical reasoning, and for exploring embodied design activities to influence teachers’ attitudes and beliefs about the embodied nature of student thinking and learning.

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“…El aprendizaje corporeizado o incorporado constituye una estrategia de aprendizaje que tiene como base los principios de la cognición incorporada (ECognition) resaltando el importante papel del cuerpo en la formación de la mente (Anderson, 2003;Wilson, 2002). Esta estrategia, utilizada como recurso dentro de la pedagogía contemporánea, enfatiza los beneficios del uso del cuerpo en la práctica educativa (Antle, 2013;Georgiou y Ioannou, 2019). Estos autores afirman que la participación del cuerpo físico en el proceso de aprendizaje puede cambiar las capacidades cognitivas de los seres humanos e impulsar nuevas experiencias de aprendizaje.…”

Section: Introductionunclassified

Actitudes del profesorado sobre la innovación con herramientas TIC multisensoriales en entornos inclusivos

Ruíz

Martínez‐Monés

Faúndez

2020

RELATEC

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There is evidence that the use of digital games based on multisensory tools provides benefits in different dimensions of learning for students with special educational needs. However, the use of these tools in early childhood and primary education classrooms to promote the inclusion of such students has not been treated in depth. The aim of this paper is to analyze how the participation of a group of teachers in a professional development program focused on the integration in the classroom of games based on multisensory technologies contributed to the evolution of their attitudes about the adoption of these technologies in school contexts from an inclusive perspective. In this research, a mixed method with a sequential explanatory strategy has been used. The techniques and instruments used, interviews and questionnaires, have allowed us to collect data on the evolution of the concerns that arose after the training received in the framework of the European project INTELed. The results show that the teachers highly valued the collaborations that emerged during the project, and that they experienced an evolution towards higher levels of concern regarding sustainability and transfer in this type of innovations in the classroom.

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Investigating In-Service Teachers’ Concerns About Adopting Technology-Enhanced Embodied Learning

Cited by 8 publications

References 3 publications

Investigating Immersion and Learning in a Low-Embodied versus High-Embodied Digital Educational Game: Lessons Learned from an Implementation in an Authentic School Classroom

Investigating Immersion and Learning in a Low-Embodied versus High-Embodied Digital Educational Game: Lessons Learned from an Implementation in an Authentic School Classroom

Improving Pre-service Teachers’ Noticing and Attitudes about Embodied Mathematical Reasoning through Collaborative Online Professional Learning

Actitudes del profesorado sobre la innovación con herramientas TIC multisensoriales en entornos inclusivos

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