Conference paper Open Access

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

Marianna Ioannou; Yiannis Georgiou; Andri Ioannou; Mina Johnson-Glenbergc

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.

This work has been partly supported by the project that has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 739578 (RISE – Call: H2020-WIDESPREAD-01-2016-2017-TeamingPhase2) and the Government of the Republic of Cyprus through the Directorate General for European Programmes, Coordination and Development.
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