Literaturnachweis - Detailanzeige
Autor/inn/en | Hsiao, Hsien-sheng; Chen, Jyun-chen; Lin, Chien-Yu; Chen, Wen-Nong |
---|---|
Titel | The Influence of a Gesture-Based Learning Approach on Preschoolers' Learning Performance, Motor Skills, and Motion Behaviors |
Quelle | In: Interactive Learning Environments, 26 (2018) 7, S.869-881 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1049-4820 |
DOI | 10.1080/10494820.2017.1419498 |
Schlagwörter | Nonverbal Communication; Preschool Children; Kindergarten; Psychomotor Skills; Motion; Teaching Methods; Cognitive Development; Educational Games; Foreign Countries; Learning Activities; Educational Technology; Technology Uses in Education; Motor Development; Human Body; Taiwan; Peabody Developmental Motor Scales Non-verbal communication; Nonverbale Kommunikation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Psychomotorische Aktivität; Bewegungsablauf; Teaching method; Lehrmethode; Unterrichtsmethode; Kognitive Entwicklung; Educational game; Lernspiel; Ausland; Lernaktivität; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Motorische Entwicklung; Menschlicher Körper |
Abstract | This study developed a gesture-based learning approach to build a virtual interactive learning environment for preschoolers by combining a gesture-based computing device and a game-based learning model. Using sequential analysis, this study investigated how this approach influenced children's learning performance, motor skills, and motion behaviors. A quasi-experiment was conducted with 142 kindergarten-level-3 preschoolers. The results showed that the gesture-based learning approach improved the students' learning performance and motor skills compared with the traditional activity-based learning approach. The main learning pattern showed that the preschoolers controlled their body motion behaviors and movements to learning cognitive knowledge, which achieving a flow state that improved preschoolers' learning performance and motor skills. In addition, the main motion pattern showed that the preschoolers interacted with the game by coordinating their body movement with the projected human skeleton's movement, which improved their motor skills. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |