Skip to main content

Advertisement

SpringerLink
Log in

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

  • Original Paper
  • Published:
TechTrends Aims and scope Submit manuscript

Abstract

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.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5

Similar content being viewed by others

References

  • Abrahamson, D. (2013). Building educational activities for understanding: An elaboration on the embodied-design framework and its epistemic grounds. International Journal of Child-Computer Interaction, 2(1), 1–16. https://doi.org/10.1016/j.ijcci.2014.07.002.

    Article  Google Scholar 

  • Altanis, G., Boloudakis, M., Retalis, S., & Nikoy, N. (2014). Children with motor impairments play a kinect learning game: First findings from a pilot case in an authentic classroom environment. Interaction Design and Architecture (IxD&A) International Journal, Special Issue on Game for Learning, 19, 91–104.

    Google Scholar 

  • Altakrouri, B., & Schrader, A. (2012). Towards dynamic natural interaction ensembles. In Fourth International Workshop on Physicality (p. 1).

  • Ayala, N. A. R., Mendívil, E. G., Salinas, P., & Rios, H. (2013). Kinesthetic learning applied to mathematics using Kinect. Procedia Computer Science, 25, 131–135. https://doi.org/10.1016/j.procs.2013.11.016.

    Article  Google Scholar 

  • Bartoli, L., Corradi, C., Garzotto, F. & Valoriani, M. (2013). Exploring motion-based touchless games for autistic children’s learning. Proceedings of the 12th International Conference on Interaction Design and Children - IDC 2013. 102–111.

  • Bartoli, L., Garzotto, F., Gelsomini, M., Oliveto, L., & Valoriani M. (2014). Designing and evaluating touchless playful interaction for ASD children. Proceedings of the 13th International Conference on Interaction Design and Children IDC 2014. 17–26.

  • Blackwell, C. K., Lauricella, A., Wartella, E., Robb, M., & Schomburg, R. (2013). Adoption and use of technology in early education: The interplay of extrinsic barriers and teacher attitudes. Computers and Education, 69, 310–319. https://doi.org/10.1016/j.compedu.2013.07.024.

    Article  Google Scholar 

  • Budde, H., Voelcker-Rehage, C., Pietraßyk-Kendziorra, S., Ribeiro, P., & Tidow, G. (2008). Acute coordinative exercise improves attentional performance in adolescents. Neuroscience Letters, 441(2), 219–223.

    Article  Google Scholar 

  • Cassar, A., & Jang, E. (2010). Investigating the effects of a game-based approach in teaching word recognition and spelling to students with reading disabilities and attention deficits. Australian Journal of Learning Difficulties, 15(2), 193–211.

    Article  Google Scholar 

  • Cattell, R. B. (1971). Abilities: Their structure, growth, and action. Boston: Houghton Mifflin.

    Google Scholar 

  • Chang, C. Y., Chien, Y. T., Chiang, C. Y., Lin, M. C., & Lai, H. C. (2013). Embodying gesture-based multimedia to improve learning. British Journal of Educational Technology, 44(1), E5–E9. https://doi.org/10.1111/j.1467-8535.2012.01311.x.

    Article  Google Scholar 

  • Chao, K. J., Huang, H. W., Fang, W. C., & Chen, N. S. (2013). Embodied play to learn: Exploring Kinect-facilitated memory performance. British Journal of Educational Technology, 44(5), E151–E155. https://doi.org/10.1111/bjet.12018.

    Article  Google Scholar 

  • Chen, N., & Fang, W. (2014). Gesture-based technologies for enhancing learning. In R. Huang, Kinshuk, N.-S. Chen, & Editors (Eds.), The new development of technology enhanced learning. Concept, research and best practices. (pp. 95–112). Berlin: Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-38291-8.

  • Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks: Sage Publications, Inc..

    Google Scholar 

  • Donnelly, J. E., & Lambourne, K. (2011). Classroom-based physical activity, cognition, and academic achievement. Preventive Medicine, 52, 36–42.

    Article  Google Scholar 

  • Dourish, P. (2001). Where the action is: The foundations of embodied interaction (Vol. 36). London: The MIT Press. https://doi.org/10.1162/leon.2003.36.5.412.

    Book  Google Scholar 

  • Foglia, L., & Wilson, R. A. (2013). Embodied cognition. Wiley Interdisciplinary Reviews: Cognitive Science, 4(3), 319–325. https://doi.org/10.1002/wcs.1226.

    Article  Google Scholar 

  • Gao, Z., Hannan, P., Xiang, P., Stodden, D. F., & Valdez, V. E. (2013). Video game–based exercise, Latino Children’s physical health, and academic achievement. American Journal of Preventive Medicine, 44(3), 240–246.

    Article  Google Scholar 

  • Gonida, E. & Iossifidou, V. (2008). Psychometric criterion of cognitive adequacy for children and adolescents, deliverable of the project psychrometrics-differential evaluation of children and adolescents with learning difficulties, Greek Ministry of Education.

  • Hall, R., & Nemirovsky, R. (2012). Introduction to the special issue: Modalities of body engagement in mathematical activity and learning. Journal of the Learning Sciences, 21(2), 207–215. https://doi.org/10.1080/10508406.2011.611447.

    Article  Google Scholar 

  • Have, M., Nielsen, J. H., Gejl, A. K., Thomsen Ernst, M., Fredens, K., Støckel, J. T., et al. (2016). Rationale and design of a randomized controlled trial examining the effect of classroom-based physical activity on math achievement. BMC Public Health, 16(1), 304. https://doi.org/10.1186/s12889-016-2971-7.

    Article  Google Scholar 

  • Iacolina, S. A., Lai, A., Soro, A., & Scateni, R. (2010). Natural interaction and computer graphics applications. In Eurographics italian chapter conference (pp. 141–146).

  • Kaufman, A., & Kaufman, N. (2004). Kaufman assessment battery for children-II (KABC-II). Circle Pines: AGS Publishing.

    Google Scholar 

  • Kellman, P. J., & Massey, C. M. (2013). Perceptual learning, cognition, and expertise. The Psychology of Learning and Motivation, 58, 117–165.

    Article  Google Scholar 

  • Kosmas P., Ioannou A., Retalis S. (2017). Using embodied learning technology to advance motor performance of children with special educational needs and motor impairments. In É. Lavoué, H. Drachsler, K. Verbert, J. Broisin, M. Pérez-Sanagustín (Eds.), Data driven approaches in digital education. EC-TEL 2017. Lecture Notes in Computer Science, vol 10474. Springer, Cham.

  • Kourakli, M., Altanis, I., Retalis, S., Boloudakis, M., Zbainos, D., & Antonopoulou, K. (2017). Towards the improvement of the cognitive, motoric and academic skills of students with special educational needs using Kinect learning games. International Journal of Child-Computer Interaction, 11, 28–39.

    Article  Google Scholar 

  • LeCroy, C. W., & Krysik, J. (2007). Understanding and interpreting effect size measures. Social Work Research, 31(4), 243–248.

    Article  Google Scholar 

  • Lee, W., Huang, C., Wu, C., Huang, S., & Chen, G. (2012). The effects of using embodied interactions to improve learning performance. 2012 I.E. 12th International Conference on Advanced Learning Technologies (ICALT), July 4–6 2012, (pp.557–559).

  • McConkey, R., Kelly, C., Craig, S., & Shevlin, M. (2016). A decade of change in mainstream education for children with intellectual disabilities in the Republic of Ireland. European Journal of Special Needs Education, 31(1), 96–110.

    Article  Google Scholar 

  • Malinverni, L., Brenda, S. L., & Pares, N. (2012). Impact of embodied interaction on learning processes: Design and analysis of an educational application based on physical activity. In Proceeding IDC ‘12 Proceedings of the 11 th International Conference on Interaction Design and Children (pp. 60–69). New York: ACM New York. https://doi.org/10.1145/2307096.2307104.

  • Malinverni, L., Mora-Guiard, J., Padillo, V., Hervás, A., Pares, N. (2014). Pico’s adventure: A kinect game to promote social initiation in children with autism spectrum disorder, presented at ITASD 2nd International Conference on Innovative Technologies for Autism, Paris, France.

  • Malinverni, L., Mora-Guiard, J., Padillo, V., Valero, L., Hervás, A., & Pares, N. (2016). An inclusive design approach for developing video games for children with autism spectrum disorder. Computers in Human Behavior, 71, 535–549. https://doi.org/10.1016/j.chb.2016.01.018.

    Article  Google Scholar 

  • Monti, J. M., Hillman, C. H., & Cohen, N. J. (2012). Aerobic fitness enhances relational memory in preadolescent children: the FITKids randomized control trial. Hippocampus, 22(9), 1876–1882.

    Article  Google Scholar 

  • Nguyen, D. J., & Larson, J. B. (2015). Don’t forget about the body: exploring the curricular possibilities of embodied pedagogy. Innovative Higher Education, 40, 331–344. https://doi.org/10.1007/s10755-015-9319-6.

    Article  Google Scholar 

  • Price, S., Roussos, G., Falcão, T. P., & Sheridan, J. G. (2009). Technology and embodiment: relationships and implications for knowledge, creativity and communication. Beyond Current Horizons, 1–22. Retrieved from: http://www.beyondcurrenthorizons.org.uk/technology-and-embodiment-relationships-and-implications-for-knowledge-creativity-and-communication/

  • Retalis, S., Korpa, T., Skaloumpakas, C., Boloudakis, M., Kourakli, M. Altanis, I., Siameti, F., Papadopoulou, P., Lytra, F., Pervanidou, P. (2014). Empowering children with ADHD learning disabilities with the Kinems kinect learning games. The 8th European Conference on Games Based Learning, 1, 469–477.

  • Saldaña, J. (2009). The coding manual for qualitative researchers. London: Sage.

    Google Scholar 

  • Schneider, W. J., & McGrew, K. S. (2012). The Cattell-Horn-Carroll model of intelligence. Contemporary Intellectual Assessment: Theories and Tests, 3, 99–144.

    Google Scholar 

  • Trninic, D., & Abrahamson, D. (2012). Embodied artifacts in action and conceptual performances. International Conference of the Learning Sciences (ICLS), 1, 283–290.

    Google Scholar 

  • Van Dam, W. O., Van Dijk, M., Bekkering, H., & Rueschemeyer, S. A. (2012). Flexibility in embodied lexical-semantic representations. Human Brain Mapping, 33(10), 2322–2333. https://doi.org/10.1002/hbm.21365.

    Article  Google Scholar 

  • Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9(4), 625–636. https://doi.org/10.3758/BF03196322.

    Article  Google Scholar 

  • Zwaan, R. A. (2014). Embodiment and language comprehension: reframing the discussion. Trends in Cognitive Sciences, 18(5), 229–234.

    Article  Google Scholar 

Download references

Funding

Co-funded by the Erasmus+ program (2017-1-CY01-KA201-026733) of the European Union.

Author information

Authors and Affiliations

  1. Cyprus Interaction Lab, Cyprus University of Technology, 31 Le Corpusier Street, 3075, Limassol, Cyprus

    Panagiotis Kosmas & Andri Ioannou

  2. University of Piraeus, 18534, Piraeus, Greece

    Symeon Retalis

Authors
  1. Panagiotis Kosmas
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Andri Ioannou
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Symeon Retalis
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Panagiotis Kosmas.

Ethics declarations

Conflict of Interest

Author A declares that he has no conflict of interest. Author B declares that she has no conflict of interest. Author C declares that he has no conflict of interest.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Kosmas, P., Ioannou, A. & Retalis, S. Moving Bodies to Moving Minds: A Study of the Use of Motion-Based Games in Special Education. TechTrends 62, 594–601 (2018). https://doi.org/10.1007/s11528-018-0294-5

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11528-018-0294-5

Keywords

Search

Navigation