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2 results on '"Juegos digitales"'

1. Teachers’ Adoption of Embodied Learning Digital Games with an Inclusive Education Approach: Lessons Learnt from the INTELed Project in Spain

Author

Martínez Monés, Alejandra and Martínez Monés, Alejandra

Abstract

Producción Científica, 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., Ministerio de Ciencia, Innovación y Universidades (Project TIN2017-85179-C3-2-R), Junta de Castilla y León (Project VA257P18 (CASSUALearn)

Published
2020

2. Teachers’ Adoption of Embodied Learning Digital Games with an Inclusive Education Approach: Lessons Learnt from the INTELed Project in Spain

Author

María Jiménez Ruiz, Eva María Fernández Faundez, Sara Villagrá-Sobrino, and Alejandra Martínez-Monés

Subjects
Classroom management, Suite, Digital games, 05 social sciences, Primary education, Juegos digitales, 050301 education, 020207 software engineering, 02 engineering and technology, Special education, 58 Pedagogía, Embodied cognition, ComputingMilieux_COMPUTERSANDEDUCATION, 0202 electrical engineering, electronic engineering, information engineering, Mathematics education, Mainstream, Embodied learning, Sociology, Set (psychology), 0503 education
Abstract

Producción Científica, 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., Ministerio de Ciencia, Innovación y Universidades (Project TIN2017-85179-C3-2-R), Junta de Castilla y León (Project VA257P18 (CASSUALearn)

Published
2020

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