Αξιολόγηση παιχνιδιών φυσικής αλληλεπίδρασης με τη χρήση της κάμερας Kinect στην τρίτη τάξη δημοτικού για την αποτελεσματικότερη διδασκαλία των Αγγλικών. Μελέτες περίπτωσης σε δύο σχολεία
KeywordsKinems ; Αγγλική γλώσσα ; Διαδραστικά παιχνίδια ; Αισθητήρας Kinect ; ESL ; Interactive games ; Kinect sensor
Nowadays, more and more efforts are being made regarding the use of digital technologies in education. The most recent approach concerns the use of games based on natural user interaction technologies with the aid of the Microsoft Kinect sensor. Several studies show that Kinect motion-based games can help children develop their motor and concentration abilities. Kinems learning games are currently the most promising set of games which are specially designed to help children with special education needs to improve their executive functions and cognitive skills. In particular, in the education field the ICT is introduced giving a new dimension to the traditional learning process. Especially, in the lesson of English Language the digital game is introduced while the teaching has been enriched with sources of authentic material, such as videos, in order to become more interesting and respond to students' needs. This research study intended to investigate and measure the learning effectiveness and acceptability of the Kinems innovative approach for early childhood education in the authentic environment of two elementary schools in the Attica prefecture, Greece (one state and one public). The innovation of this thesis is that the educational intervention was applied in the subject of the English Language in a general class of primary school and not in the “inclusive class”, for children with special needs. The challenge was bigger since there were teachers who expressed their thoughts and hesitations about the function of the approach and how the students will react in this limited period of time. 41 children participated in the study from two primary schools of Attica (one state and one public). The children were assessed before and after the educational intervention with the Kinems games with regards to the level of their cognitive skills and executive functions. The major question of the study is : “If the of the Kinems approach with the educational games of physical interaction gives the opportunity to students to improve their cognitive skills and cognitive functions, such as memory, concentration and their visual perception while they play”. As a means of collecting data we used the Pre and Post Tests which were given on the first and the last day respectively, as well as the worksheets that students had to fill in each session. Also, the automatic performance reports were used in each game (observation of quantitative data) and the interviews with teachers on the achievement of learning goals, acquisition of skills and the cultivation of attitudes (observation of qualitative data), as well. Finally, the children's and teachers' comments were analyzed according to their impressions of the intervention but also of the Kinems educational method in general. The statistical analysis of the pre & post-tests showed statistical significance in improvement of all the cognitive skills and executive functions. Moreover, improvement of children skills was observed after an in-depth examination of the learning and kinetic analytics data. Finally, the responses given by children and teachers demonstrate the high acceptability of this innovative educational intervention and their beliefs that this method can easily be adapted to the school curriculum. In the dissertation thesis the results of the evaluation of the use of physical interactive Kinems games are presented, which lead to the conclusion that it is useful for the Greek schools to be enriched with the new, innovative approach of Kinems in order to make the lesson more interesting and interactive.