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 07-nov-2024