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Exploring rules and underlying concepts while engaged with collaborative full-body games

Published: 09 June 2010 Publication History

Abstract

In this paper, we describe the theoretical background, educational design and preliminary evaluation of children's interactions with a set of collaborative full-body digital games, which are set in an informal science education fun park, the Polymechanon. Twelve 10-year olds were observed while interacting in groups with the games, and two of the games were studied closely by interviewing the children. Results indicate that children perceive the rules of the games and the underlying concepts in different ways and the longer they play the more their verbal interactions change from actions-centred to concept-centred.

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        cover image ACM Other conferences
        IDC '10: Proceedings of the 9th International Conference on Interaction Design and Children
        June 2010
        389 pages
        ISBN:9781605589510
        DOI:10.1145/1810543
        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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        Published: 09 June 2010

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        Author Tags

        1. embodied schemas and metaphors
        2. full-body interaction
        3. gestural interfaces
        4. informal education
        5. learning

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        Cited By

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        • (2024)Leveraging Physical Activities to Support Learning for Young People via Technologies: An Examination of Educational Practices Across the FieldReview of Educational Research10.3102/00346543241248464Online publication date: 18-May-2024
        • (2024)Carry-forward effect: providing proactive scaffolding to learning processesBehaviour & Information Technology10.1080/0144929X.2024.2411592(1-40)Online publication date: 16-Oct-2024
        • (2022)Enhancing Students’ Social and Emotional Learning in Educational Virtual Heritage through Projective Augmented RealityExtended Abstracts of the 2022 CHI Conference on Human Factors in Computing Systems10.1145/3491101.3503551(1-9)Online publication date: 27-Apr-2022
        • (2022)A systematic survey on embodied cognitionInternational Journal of Child-Computer Interaction10.1016/j.ijcci.2022.10047833:COnline publication date: 1-Sep-2022
        • (2020)Using sensing technologies to explain children's self-representation in motion-based educational gamesProceedings of the Interaction Design and Children Conference10.1145/3392063.3394419(541-555)Online publication date: 21-Jun-2020
        • (2020)Motion-Based Educational Games: Using Multi-Modal Data to Predict Player’s Performance2020 IEEE Conference on Games (CoG)10.1109/CoG47356.2020.9231892(17-24)Online publication date: Aug-2020
        • (2019)Efficacy of Gestalt Visual Motor Integration Learning (GVMIL) to Improve Visual Perception in Children with AutismJournal of Digital Contents Society10.9728/dcs.2019.20.5.103920:5(1039-1049)Online publication date: 31-May-2019
        • (2017)From Game to Guidance: The Innovative Evaluation Approach of the P4G Simulation Business Game2017 Fourth International Conference on Mathematics and Computers in Sciences and in Industry (MCSI)10.1109/MCSI.2017.34(148-153)Online publication date: Aug-2017
        • (2016)Designing an educational game for and with teenagers with high functioning autismProceedings of the 14th Participatory Design Conference: Full papers - Volume 110.1145/2940299.2940313(11-20)Online publication date: 15-Aug-2016
        • (2016)Making Sense of Body and Space through Full-Body Interaction DesignProceedings of the The 15th International Conference on Interaction Design and Children10.1145/2930674.2935992(613-618)Online publication date: 21-Jun-2016
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