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|Title:||On the Understanding of Students’ Learning and Perceptions of Technology Integration in Low- and High-embodied Group Learning|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Ioannou, M., Georgiou, Y., Ioannou, A., & Johnson, M. (2019). On the Understanding of Students’ Learning and Perceptions of Technology Integration in Low- and High-embodied Group Learning. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 1 (pp. 304-311). Lyon, France: International Society of the Learning Sciences.|
|Abstract:||Embodied learning activities supported by motion-based technologies are becoming popular in various contexts and settings. However, little is yet known about technology integration for embodied learning in groups in authentic classroom settings, as existing studies have been mostly conducted in laboratory settings. In this work, we examine students' learning and perceptions of technology integration for group learning in a high-embodied, Kinect-based educational game (Condition1, n=24 students), in comparison with a low-embodied, desktop- based version of the same game (Condition2, n=18 students), in an authentic classroom setting. Data collection included questionnaires evaluating students' baseline, knowledge gains, perceptions of technology integration, and post-activity interviews. Findings showed higher learning gains and more positive perceptions of technology integration, in terms of opportunities for student negotiation, for the students in the low-embodied condition. Implications are discussed for supporting high-embodied learning activities for group learning in authentic classroom settings.|
|Appears in Collections:||CSCL 2019|
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