Moving Bodies to Moving Minds: A Study of the Use of Motion-Based Games in Special Education

• Published in: TechTrends Vol. 62; no. 6; pp. 594 - 601
• Main Authors: Kosmas, Panagiotis, Ioannou, Andri, Retalis, Symeon
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.11.2018; Springer; Springer Nature B.V
• Subjects: Brain; Children; Cognitive style; Disabilities; Education; Educational Games; Educational Technology; Elementary School Students; Emotional Development; Games; Intervention; Learning; Learning and Instruction; Manipulative Materials; Motion; Original Paper; Program Effectiveness; Short Term Memory; Special Education; Student Attitudes; Teacher Attitudes; Teachers; Teaching Methods; Technology Uses in Education; Embodied learning; Kinect-based games; Kinesthetic learning; Motion-based technology; Inclusive education; Students with special educational needs; Embodied cognition; Educational games
• ISSN: 8756-3894; 1559-7075
• DOI: 10.1007/s11528-018-0294-5

From an embodied learning perspective, the active human body can alter the function of the brain and therefore, the cognitive process. In this work, children’s activity using motion-based technology is framed as an example of embodied learning. The present investigation focuses on the use of a series of Kinect-based educational games by 31 elementary students with special educational needs in mainstream schools, during a five-month intervention study. Results based on psychometric pre-post testing in conjunction with games-usage analytics, a student attitudinal scale, teachers’ reflection notes and teacher interviews, demonstrated the positive impact of the games on children’s short-term memory skills and emotional stage. Overall, the study improves our understanding of embodied learning via motion-based technology in teaching and learning with children with special educational needs.