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Martínez Monés, Alejandra Villagrá Sobrino, Sara Lorena Fernández Faúndez, Eva María Jiménez Ruiz, María 2020-10-28T11:43:44Z 2020-10-28T11:43:44Z 2020 Martínez-Monés A., Villagrá-Sobrino S., Fernández Faundez E.M., Jiménez Ruiz M. Teachers’ Adoption of Embodied Learning Digital Games with an Inclusive Education Approach: Lessons Learnt from the INTELed Project in Spain. In: Zaphiris P., Ioannou A. (eds) Learning and Collaboration Technologies. Human and Technology Ecosystems. HCII 2020. Lecture Notes in Computer Science, vol 12206. Springer, 2020. https://doi.org/10.1007/978-3-030-50506-6_18 http://uvadoc.uva.es/handle/10324/43234 Embodied learning digital games have been used with success in the past to support students with special education needs, but their application by teachers in mainstream classes with an inclusive approach is still a challenge. This paper presents the results of a set of pilots in which a suite of embodied digital games was applied into pre-school and primary school classrooms. The findings of the studies provide insights into the conditions that facilitated and/or impeded the adoption of the technology by the participant teachers. These results are then elaborated to define a first set of strategies that could be used by third-party teachers to fulfill the same objectives, and to identify concrete design challenges for the application of embodied digital games in classrooms. eng info:eu-repo/semantics/openAccess http://creativecommons.org/licenses/by-nc-nd/4.0/ © 2020 Springer Attribution-NonCommercial-NoDerivatives 4.0 Internacional Teachers’ adoption of embodied learning digital games with an inclusive education approach: Lessons learnt from the INTELed project in Spain info:eu-repo/semantics/bookPart