Educational games and the new forms of interactions
Abstract Games are seen as environments that promote the engagement of children to the learning of Computational Thinking (CT) concepts. The new forms of interaction using body movements and gestures have increased in particular in video-games. However, few studies have been conducted to investigate...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2019-12-01
|
| Series: | Smart Learning Environments |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40561-019-0099-9 |
| _version_ | 1819060999478575104 |
|---|---|
| author | Luciana Zaina Elisa Castro Suellen Martinelli Tiemi Sakata |
| author_facet | Luciana Zaina Elisa Castro Suellen Martinelli Tiemi Sakata |
| author_sort | Luciana Zaina |
| collection | DOAJ |
| description | Abstract Games are seen as environments that promote the engagement of children to the learning of Computational Thinking (CT) concepts. The new forms of interaction using body movements and gestures have increased in particular in video-games. However, few studies have been conducted to investigate how children feel and interact when using hand gestures in the context of learning tools. And this number becomes low when we look at studies about CT learning. In this article, we explored the feedback of 29 children about their interaction by using hand gestures in a game to stimulate the CT, i.e. a CT game. In the analysis, we explored how these forms of interaction impacted on the accomplishing of the game phases. Our findings revealed the children kept more engaged when using hand gestures, and consequently, this affected their concentration on the game purpose. To complement our investigation, we interviewed 8 elementary school teachers to gather their perceptions about the potential of using hand gestures and our game. The findings showed the teachers agreed that hand gestures are suitable to be used in learning tools. They also demonstrated interested in introducing the CT fundamentals in their classes. However, these teachers demonstrated some concerns about how to match the use of that technology to their teaching activities. |
| first_indexed | 2024-12-21T14:35:55Z |
| format | Article |
| id | doaj.art-03978c6abd744f35ae500a067d43b199 |
| institution | Directory Open Access Journal |
| issn | 2196-7091 |
| language | English |
| last_indexed | 2024-12-21T14:35:55Z |
| publishDate | 2019-12-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Smart Learning Environments |
| spelling | doaj.art-03978c6abd744f35ae500a067d43b1992022-12-21T19:00:19ZengSpringerOpenSmart Learning Environments2196-70912019-12-016111710.1186/s40561-019-0099-9Educational games and the new forms of interactionsLuciana Zaina0Elisa Castro1Suellen Martinelli2Tiemi Sakata3Universidade Federal de São Carlos, Sorocaba, São Paulo, Brazil Rodovia João Leme dos SantosUniversidade Federal de São Carlos, Sorocaba, São Paulo, Brazil Rodovia João Leme dos SantosUniversidade Federal de São Carlos, Sorocaba, São Paulo, Brazil Rodovia João Leme dos SantosUniversidade Federal de São Carlos, Sorocaba, São Paulo, Brazil Rodovia João Leme dos SantosAbstract Games are seen as environments that promote the engagement of children to the learning of Computational Thinking (CT) concepts. The new forms of interaction using body movements and gestures have increased in particular in video-games. However, few studies have been conducted to investigate how children feel and interact when using hand gestures in the context of learning tools. And this number becomes low when we look at studies about CT learning. In this article, we explored the feedback of 29 children about their interaction by using hand gestures in a game to stimulate the CT, i.e. a CT game. In the analysis, we explored how these forms of interaction impacted on the accomplishing of the game phases. Our findings revealed the children kept more engaged when using hand gestures, and consequently, this affected their concentration on the game purpose. To complement our investigation, we interviewed 8 elementary school teachers to gather their perceptions about the potential of using hand gestures and our game. The findings showed the teachers agreed that hand gestures are suitable to be used in learning tools. They also demonstrated interested in introducing the CT fundamentals in their classes. However, these teachers demonstrated some concerns about how to match the use of that technology to their teaching activities.https://doi.org/10.1186/s40561-019-0099-9Computational thinkingGamesHand gestures interactionChildrenTeachers |
| spellingShingle | Luciana Zaina Elisa Castro Suellen Martinelli Tiemi Sakata Educational games and the new forms of interactions Smart Learning Environments Computational thinking Games Hand gestures interaction Children Teachers |
| title | Educational games and the new forms of interactions |
| title_full | Educational games and the new forms of interactions |
| title_fullStr | Educational games and the new forms of interactions |
| title_full_unstemmed | Educational games and the new forms of interactions |
| title_short | Educational games and the new forms of interactions |
| title_sort | educational games and the new forms of interactions |
| topic | Computational thinking Games Hand gestures interaction Children Teachers |
| url | https://doi.org/10.1186/s40561-019-0099-9 |
| work_keys_str_mv | AT lucianazaina educationalgamesandthenewformsofinteractions AT elisacastro educationalgamesandthenewformsofinteractions AT suellenmartinelli educationalgamesandthenewformsofinteractions AT tiemisakata educationalgamesandthenewformsofinteractions |