Moving Bodies to Moving Minds: A Study of the Use of Motion-Based Games in Special Education
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From an embodied learning perspective, the active human body can alter the function of the brain and therefore, the cognitive process. In this work, children’s activity using motion-based technology is framed as an example of embodied learning. The present investigation focuses on the use of a series of Kinect-based educational games by 31 elementary students with special educational needs in mainstream schools, during a five-month intervention study. Results based on psychometric pre-post testing in conjunction with games-usage analytics, a student attitudinal scale, teachers’ reflection notes and teacher interviews, demonstrated the positive impact of the games on children’s short-term memory skills and emotional stage. Overall, the study improves our understanding of embodied learning via motion-based technology in teaching and learning with children with special educational needs.
KeywordsEducational games Embodied learning Embodied cognition Kinect-based games Kinesthetic learning Motion-based technology Inclusive education Students with special educational needs
Co-funded by the Erasmus+ program (2017-1-CY01-KA201-026733) of the European Union.
Compliance with Ethical Standards
Conflict of Interest
Author A declares that he has no conflict of interest. Author B declares that she has no conflict of interest. Author C declares that he has no conflict of interest.
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Informed consent was obtained from all individual participants included in the study.
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