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|Title:||Playing with fractions on an Interactive floor application: An exploratory case study in the math classroom|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Ioannou, M. & Ioannou, A. (2018). Playing with fractions on an Interactive floor application: An exploratory case study in the math classroom. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.|
|Abstract:||Abstract: 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.|
|Appears in Collections:||ICLS 2018|
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