short-paper

The INTELed pedagogical framework: Applying embodied digital apps to support special education children in inclusive educational contexts

Authors:

Alejandra Martínez-Monés,

Sara Villagrá-Sobrino,

Yiannis Georgiou,

María Jiménez RuizAuthors Info & Claims

Interacción '19: Proceedings of the XX International Conference on Human Computer Interaction

Article No.: 35, Pages 1 - 4

https://doi.org/10.1145/3335595.3335652

Published: 25 June 2019 Publication History

Abstract

The theories of embodied cognition and embodied learning have attracted the attention of researchers and practitioners due to the new possibilities opened up by the emergence of embodied digital learning games. The integration of embodied theories and games to special education has been relatively intense in the last years, but their introduction in inclusive educational contexts is yet scarce. The INTELed project aims at fulfilling this gap, by supporting in-service teachers in acquiring knowledge and skills to use embodied digital learning games to address the needs of special education children in inclusive educational contexts. This paper presents the work conducted at the outset of the INTELed project, aiming at establishing the pedagogical framework with the main components underlying the project.

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Cited By

Kosmas PZaphiris P(2023)Improving students’ learning performance through Technology-Enhanced Embodied Learning: A four-year investigation in classroomsEducation and Information Technologies10.1007/s10639-022-11466-x28:9(11051-11074)Online publication date: 13-Feb-2023
https://doi.org/10.1007/s10639-022-11466-x
Pozzi FVolta EPassarelli MPersico D(2023)A Systematic Mapping Review of Research Concerning the Use of Games in Teacher TrainingSmart Learning Ecosystems as Engines of the Green and Digital Transition10.1007/978-981-99-5540-4_14(233-245)Online publication date: 27-Sep-2023
https://doi.org/10.1007/978-981-99-5540-4_14
Georgiou YIoannou AKosmas P(2021)Comparing a digital and a non-digital embodied learning intervention in geometry: can technology facilitate?Technology, Pedagogy and Education10.1080/1475939X.2021.1874501(1-19)Online publication date: 18-Feb-2021
https://doi.org/10.1080/1475939X.2021.1874501
Show More Cited By

Index Terms

The INTELed pedagogical framework: Applying embodied digital apps to support special education children in inclusive educational contexts
1. Applied computing
  1. Education
    1. Interactive learning environments
2. Human-centered computing
  1. Human computer interaction (HCI)
    1. Interaction paradigms
      1. Mixed / augmented reality

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cover image ACM Other conferences

Interacción '19: Proceedings of the XX International Conference on Human Computer Interaction

June 2019

296 pages

ISBN:9781450371766

DOI:10.1145/3335595

Copyright © 2019 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Publication History

Published: 25 June 2019

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Erasmus+

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Interacción 2019

Interacción 2019: XX International Conference on Human Computer Interaction

June 25 - 28, 2019

Gipuzkoa, Donostia, Spain

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Interacción '19 Paper Acceptance Rate 62 of 90 submissions, 69%;

Overall Acceptance Rate 109 of 163 submissions, 67%

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Cited By

Kosmas PZaphiris P(2023)Improving students’ learning performance through Technology-Enhanced Embodied Learning: A four-year investigation in classroomsEducation and Information Technologies10.1007/s10639-022-11466-x28:9(11051-11074)Online publication date: 13-Feb-2023
https://doi.org/10.1007/s10639-022-11466-x
Pozzi FVolta EPassarelli MPersico D(2023)A Systematic Mapping Review of Research Concerning the Use of Games in Teacher TrainingSmart Learning Ecosystems as Engines of the Green and Digital Transition10.1007/978-981-99-5540-4_14(233-245)Online publication date: 27-Sep-2023
https://doi.org/10.1007/978-981-99-5540-4_14
Georgiou YIoannou AKosmas P(2021)Comparing a digital and a non-digital embodied learning intervention in geometry: can technology facilitate?Technology, Pedagogy and Education10.1080/1475939X.2021.1874501(1-19)Online publication date: 18-Feb-2021
https://doi.org/10.1080/1475939X.2021.1874501
Georgiou YIoannou A(2020)Developing, Enacting and Evaluating a Learning Experience Design for Technology-Enhanced Embodied Learning in Math ClassroomsTechTrends10.1007/s11528-020-00543-y65:1(38-50)Online publication date: 15-Aug-2020
https://doi.org/10.1007/s11528-020-00543-y
Martínez-Monés AVillagrá-Sobrino SFernández Faundez EJiménez Ruiz M(2020)Teachers’ Adoption of Embodied Learning Digital Games with an Inclusive Education Approach: Lessons Learnt from the INTELed Project in SpainLearning and Collaboration Technologies. Human and Technology Ecosystems10.1007/978-3-030-50506-6_18(241-253)Online publication date: 10-Jul-2020
https://doi.org/10.1007/978-3-030-50506-6_18
Georgiou YIoannou A(2020)A Co-design Approach for the Development and Classroom Integration of Embodied Learning AppsLearning and Collaboration Technologies. Human and Technology Ecosystems10.1007/978-3-030-50506-6_16(217-229)Online publication date: 10-Jul-2020
https://doi.org/10.1007/978-3-030-50506-6_16
Georgiou YIoannou AIoannou M(2019)Investigating Immersion and Learning in a Low-Embodied versus High-Embodied Digital Educational Game: Lessons Learned from an Implementation in an Authentic School ClassroomMultimodal Technologies and Interaction10.3390/mti30400683:4(68)Online publication date: 12-Oct-2019
https://doi.org/10.3390/mti3040068

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