Improving Students' Learning Performance through Technology-Enhanced Embodied Learning: A Four-Year Investigation in Classrooms

Autor/inn/en	Kosmas, Panagiotis; Zaphiris, Panayiotis
Titel	Improving Students' Learning Performance through Technology-Enhanced Embodied Learning: A Four-Year Investigation in Classrooms
Quelle	In: Education and Information Technologies, 28 (2023) 9, S.11051-11074 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kosmas, Panagiotis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11466-x
Schlagwörter	Academic Achievement; Educational Technology; Learning Strategies; Elementary School Students; Elementary School Teachers; Special Education; General Education; Cognitive Ability; Psychomotor Skills; Student Motivation; Movement Education + Suchen Sie Ihr Suchwort? Schulleistung; Unterrichtsmedien; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Special needs education; Sonderpädagogik; Sonderschulwesen; Allgemein bildendes Schulwesen; Allgemeinbildung; Denkfähigkeit; Psychomotorische Aktivität; Schulische Motivation; Bewegungsbildung
Abstract	Embodied Learning (EL) technologies are now used in educational research as an emerging technology that has the potential to influence the function of the brain to drive learning, especially by integrating the physical body into the learning process. This research examines EL in different learning contexts and circumstances to see how it can improve the overall performance of students in real classroom settings. The study consists of four sequential phases that use data collection and analysis to explore the impact of EL on actual classroom practice. A total of 211 elementary students (n = 211) and 21 primary teachers (n = 21) participated in the study. Applying a multiphase mixed-methods approach, the study focuses on investigating how EL impacts student performance in real learning environments within different elementary classrooms, including Special Education (SE) and General Education (GE) contexts. Results reveal significant gains in students' cognitive performance, motor skills, and academic performance in language. Results also show improvements in students' emotional state, resulting in increased students' motivation to participate in the learning process. Overall, this four-year investigation provides a comprehensive understanding of how EL approaches can be integrated into real classrooms, allowing researchers and teachers to enrich their existing practices, taking into account the benefits of including the movement in their teaching and research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01