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


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    <subfield code="a">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.</subfield>
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    <subfield code="a">On the understanding of students' perceptions of technology integration for group learning in low- and high-embodied activities</subfield>
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    <subfield code="a">&lt;p&gt;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&amp;rsquo; 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&amp;rsquo; 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.&lt;/p&gt;</subfield>
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