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 received funding from the European Union's Horizon 2020 Research and Innovation Programme under Grant Agreement  No 739578 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="u">Cyprus Interaction Lab, Department of Multimedia and Graphic Arts, Cyprus University of Technology and Research Center on Interactive Media, Smart Systems and Emerging Technologies (RISE)</subfield>
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    <subfield code="u">Cyprus Interaction Lab, Department of Multimedia and Graphic Arts, Cyprus University of Technology</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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