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Using Embodied Learning Technology to Advance Motor Performance of Children with Special Educational Needs and Motor Impairments

机译：使用体验式学习技术提高有特殊教育需求和运动障碍儿童的运动能力

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Embodied learning, under the lens of Embodied Cognition theory, emphasizes on the inseparable link between brain, body and the world; it considers that the active human body can alter the function of the brain and therefore the cognitive process. From this perspective, the exploration of learning environments that promote bodily activity in relation to cognitive tasks are gaining the attention of the research community in the recent days. One such case is the use of multimodal, motion-based games mediated by sensors like a Kinect camera to enable learning through active and embodied interaction with learning content. This paper presents findings from an empirical investigation of using embodied touchless interactive games to enhance motor performance for children with learning disabilities and motor impairments. Young children, mainly attending special units within mainstream elementary schools, participated in a five-month intervention. Kinetic analytics, together with teachers' self-reported observations and interviews, revealed improvements in children's motor performance, particularly psychomotor ability and psychomotor speed. The paper contributes to the technology-enhanced learning community by providing insights into the use of embodied learning technology in special education.
机译：在体验式认知理论的视角下，体验式学习强调大脑，身体与世界之间密不可分的联系。它认为活跃的人体可以改变大脑的功能，从而改变认知过程。从这个角度出发，近来对探索促进与认知任务有关的身体活动的学习环境的研究引起了研究界的关注。一种这样的情况是使用由传感器（如Kinect相机）介导的基于运动的多模式游戏，以通过与学习内容的主动和具体交互来进行学习。本文介绍了对使用有形非接触式互动游戏来增强学习障碍和运动障碍儿童的运动能力的一项实证研究的发现。主要在主流小学的特殊部门就读的幼儿参加了为期五个月的干预。动力学分析以及老师的自我报告的观察和访谈显示，孩子的运动表现，尤其是心理运动能力和心理运动速度得到改善。本文通过提供对特殊教育中的嵌入式学习技术使用情况的见解，为技术增强型学习社区做出了贡献。

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