Implementing Embodied Learning in the Classroom: Effects on Children's Memory and Language Skills

Autor/inn/en	Kosmas, Panagiotis; Ioannou, Andri; Zaphiris, Panayiotis
Titel	Implementing Embodied Learning in the Classroom: Effects on Children's Memory and Language Skills
Quelle	In: Educational Media International, 56 (2019) 1, S.59-74 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kosmas, Panagiotis) ORCID (Ioannou, Andri)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3987
DOI	10.1080/09523987.2018.1547948
Schlagwörter	Motion; Cognitive Development; Correlation; Academic Achievement; Teaching Methods; Human Body; Physiology; Learner Engagement; Elementary School Students; Class Activities; Short Term Memory; Expressive Language; Vocabulary Skills; Educational Technology; Pretests Posttests; Standardized Tests; Teacher Attitudes; Outcomes of Education; Learning Processes; Educational Games; Computer Assisted Instruction; Foreign Countries; Children; Intelligence Tests; Cyprus; Kaufman Assessment Battery for Children + Suchen Sie Ihr Suchwort? Bewegungsablauf; Kognitive Entwicklung; Korrelation; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Menschlicher Körper; Physiologie; Kurzzeitgedächtnis; Aktiver Wortschatz; Unterrichtsmedien; Standadised tests; Standardisierter Test; Lehrerverhalten; Lernleistung; Schulerfolg; Learning process; Lernprozess; Educational game; Lernspiel; Computer based training; Computerunterstützter Unterricht; Ausland; Child; Kind; Kinder; Intelligence test; Intelligenztest; Zypern
Abstract	The relationship among bodily movements, cognitive abilities, and academic achievement in children is receiving considerable attention in the research community. The embodied learning approach is based on the idea of an inseparable link between body and mind in learning, aiming for teaching methods that promote children's active engagement in the classroom. This study implements embodied learning as a part of the classroom curriculum in a real classroom environment using motion-based games. A total of 52 elementary students engaged in embodied learning in-class activities for four months. The data-set included standardized pre-post testing for children's cognitive and academic performance, general learning analytics from games' usage, interviews, and observations from the teachers involved. Findings showed significant effects both on children's cognitive abilities (i.e., short-memory skills) and academic performance (i.e., expressive vocabulary). This article contributes to the educational technology community by providing an example of implementing embodied learning via use of motion-based technologies in a real classroom environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01