On the understanding of students' perceptions of technology integration for group learning in low- and high-embodied activities

Embodied learning activities supported by motion-based technologies are becoming popular in various contexts and settings. However, little is yet known about the technology integration of collaboratively-enacted embodied learning activities 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 of a highly-embodied, Kinect-based educational game (Condition1, n=24 students), in comparison with the low-embodied, desktop-based version of the same game (Condition2, n=18 students), in a group activity, 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 for the students in the low-embodied condition. Implications are discussed for supporting highly-embodied learning activities for group work in authentic educational settings.