Abstract

Over the past ten years several learning environments based on novel interaction modalities have been developed. Within this field, Full-body Interaction Learning Environments open promising possibilities given their capacity to involve the users at different levels, such as sensorimotor experience, cognitive aspects and affective factors. However, Full-body Interaction is still a young field and research on design and assessment methods offers a fragmented panorama from which it is not possible to derive clear research solutions. Starting from this necessity, we present a systematic review of educational applications developed as Full-body Interaction and the results of their empirical evaluation. Our analysis offers instruments to systematize the multiple aspects involved in the design and assessment of Full-body Interaction Learning Environments and provides guidelines for novel research paths.

Citation

Malinverni, L. & Pares, N. Learning of Abstract Concepts through Full-Body Interaction: A Systematic Review. Journal of Educational Technology & Society, 17(4), 100-116. Retrieved August 10, 2024 from https://www.learntechlib.org/p/156107/.

This record was imported from ERIC on November 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

• Achievement Gains
• Cognitive Processes
• Cognitive Science
• concept mapping
• design
• Developmental Psychology
• Educational Improvement
• Experiential learning
• Human Body
• interaction
• Literature Reviews
• Outcomes of Education
• Perceptual Motor Learning
• physiology
• Schemata (Cognition)
• Semantics
• Technology Uses in Education