RT info:eu-repo/semantics/bookPart
T1 Teachers’ Adoption of Embodied Learning Digital Games with an Inclusive Education Approach: Lessons Learnt from the INTELed Project in Spain
A1 Martínez Monés, Alejandra
A1 Villagrá Sobrino, Sara Lorena
A1 Fernández Faúndez, Eva María
A1 Jiménez Ruiz, María
K1 Juegos digitales
K1 Digital games
K1 58 Pedagogía
AB 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.
PB Springer
YR 2020
FD 2020
LK http://uvadoc.uva.es/handle/10324/43234
UL http://uvadoc.uva.es/handle/10324/43234
LA eng
NO 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
NO Producción Científica
DS UVaDOC
RD 24-nov-2024