SpelLit: Difference between revisions

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== Introduction ==
== Introduction ==


{{quotation|SpelLit 4.0 is a mobile, body- and space-related learning game for three to six children at the endof preschool or children in the first year of primary school. It enables them to read and writecollaboratively. At the same time the game promotes gross motor and social activities.}} (Winkler, Akyildiz, & Herczeg, 2019 <ref> Winkler, T., Akyildiz, D. & Herczeg, M. (2019). SpelLit: A Collaborative Body- and Space-related Interactive Learning Game for School Children to acquire Reading and Writing Skills. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 37-45). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved July 4, 2019 from https://www.learntechlib.org/primary/p/209990/. </ref>)
{{quotation|SpelLit 4.0 is a collaborative body- and space-related learning experience for elementary school children, which facilitates to acquire reading and writing skills in a playful way. SpelLit allows teachers to edit and change the game by themselves.}} (Winkler, Akyildiz, & Herczeg, 2019 <ref name="winkler2019"> Winkler, T., Akyildiz, D. & Herczeg, M. (2019). SpelLit: A Collaborative Body- and Space-related Interactive Learning Game for School Children to acquire Reading and Writing Skills. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 37-45). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved July 4, 2019 from https://www.learntechlib.org/primary/p/209990/. </ref>)
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{{quotation|SpelLit 4.0 is a mobile, body- and space-related learning game for three to six children at the end of preschool or children in the first year of primary school. It enables them to read and write collaboratively. At the same time the game promotes gross motor and social activities.}} (Winkler, Akyildiz, & Herczeg, 2019 <ref name="winkler2019"/>)
 
== Design principle ==
 
SpelLit is based on the idea that the kinesthetic sense (i.e. movement) helps generating representations, since a different extra channel is used (Högger,2013) (and that does not add cognitive load). According to Winkler et al. (2019), {{quotation|McMorris (2015) reports on the neuroscientific correlation between exercise and cognitive functioning.}}
 
== Use ==
 
(Winkler, Akyildiz, & Herczeg (2019 <ref name="winkler2019"/>) describe the following scenario that illustrates the use of SpelLit.
* A group of children are positioned in from of a multi-touch screen and each has a tablet in their hands.
* They together select the game they want to play (difficult, animals)
* On the large screen the image standing for the word appears (e.g. a Donkey)
* The children have to insert the sounds of the chosen word together
* Then they have to identify the corresponding letters and they insert them by discussing the right choice.
* etc.


== Bibliography ==
== Bibliography ==
Line 9: Line 25:


=== Other ===
=== Other ===
Höger,  D.  (2013).  Körper  und  Lernen.  Mit  Bewegung,  Körperwahrnehmung  undRaumorientierung das Lernen unterstützen. Schulverlag. Bern. Switzerland.
McMorris (2015). Exercise-Cognition Interaction - Neuroscience Perspectives. Academic Press, Cambridge, MA, USA.


Scharf, F., Günther, S., Winkler, T. Herczeg, M. (2010). SpelLit: Development of a Multi-TouchApplication to Foster Literacy Skills at Elementary Schools. IEEE Frontiers in Education(FIE) Conference, Arlington, VA, USA, 1-6
Scharf, F., Günther, S., Winkler, T. Herczeg, M. (2010). SpelLit: Development of a Multi-TouchApplication to Foster Literacy Skills at Elementary Schools. IEEE Frontiers in Education(FIE) Conference, Arlington, VA, USA, 1-6

Latest revision as of 17:46, 4 July 2019

Introduction

“SpelLit 4.0 is a collaborative body- and space-related learning experience for elementary school children, which facilitates to acquire reading and writing skills in a playful way. SpelLit allows teachers to edit and change the game by themselves.” (Winkler, Akyildiz, & Herczeg, 2019 [1])

Draft

“SpelLit 4.0 is a mobile, body- and space-related learning game for three to six children at the end of preschool or children in the first year of primary school. It enables them to read and write collaboratively. At the same time the game promotes gross motor and social activities.” (Winkler, Akyildiz, & Herczeg, 2019 [1])

Design principle

SpelLit is based on the idea that the kinesthetic sense (i.e. movement) helps generating representations, since a different extra channel is used (Högger,2013) (and that does not add cognitive load). According to Winkler et al. (2019), “McMorris (2015) reports on the neuroscientific correlation between exercise and cognitive functioning.”

Use

(Winkler, Akyildiz, & Herczeg (2019 [1]) describe the following scenario that illustrates the use of SpelLit.

  • A group of children are positioned in from of a multi-touch screen and each has a tablet in their hands.
  • They together select the game they want to play (difficult, animals)
  • On the large screen the image standing for the word appears (e.g. a Donkey)
  • The children have to insert the sounds of the chosen word together
  • Then they have to identify the corresponding letters and they insert them by discussing the right choice.
  • etc.

Bibliography

Cited with footnotes

  1. ↑ 1.0 1.1 1.2 Winkler, T., Akyildiz, D. & Herczeg, M. (2019). SpelLit: A Collaborative Body- and Space-related Interactive Learning Game for School Children to acquire Reading and Writing Skills. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 37-45). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved July 4, 2019 from https://www.learntechlib.org/primary/p/209990/.

Other

Höger, D. (2013). Körper und Lernen. Mit Bewegung, Körperwahrnehmung undRaumorientierung das Lernen unterstützen. Schulverlag. Bern. Switzerland.

McMorris (2015). Exercise-Cognition Interaction - Neuroscience Perspectives. Academic Press, Cambridge, MA, USA.

Scharf, F., Günther, S., Winkler, T. Herczeg, M. (2010). SpelLit: Development of a Multi-TouchApplication to Foster Literacy Skills at Elementary Schools. IEEE Frontiers in Education(FIE) Conference, Arlington, VA, USA, 1-6

Winkler, T., Scharf, F., Hahn, C., Wolters, C., Herczeg, M. (2014). Tangicons: A TangibleEducational Game with Cognitive, Motor and Social Activities. I-Com-Journal of InteractiveMedia 13(2). De Gruyter. Berlin. Germany, 47-56.

Winkler, T., Scharf F., Herczeg M. (2013). SpelLit - Tangible Cross-Device-Interaction beimErlernen von Lesen und Schreiben. In Boll, S, Maaß, S & Malaka, R (Eds.) WorkshopbandMensch & Computer 2013. Oldenbourg Verlag, München, Germany. 179-184.Winkler T., Stahl J., Jahn G., Herczeg M. (2015). SpelLit 3.0 - Ein mobiles Miteinander-Lernspiel zum Erwerb der Schriftsprache. Mensch und Computer, Stuttgart: OldenbourgVerlag, München, Germany,

Winkler T., Bouck-Standen D., Herczeg M. (2017). ALS-GameCreator für be-greifbareMiteinander-Lernspiele. In Burghardt, M, Wimmer, R, Wolff, C & Womser-Hacker, C (Eds.)Mensch und Computer, Workshopband Mensch & Computer 2017. Oldenbourg Verlag,München, Germany, 337-343.

Winkler T., Bouck-Standen D., Herczeg M. (2018). Modell für eine Lehrerevaluation zumEinsatz eines körper- und raum-bezogenen Miteinander-Lernspiel. In Dachselt, R & Weber, G(Eds.) Workshopband Mensch & Computer 2018, GI. Dresden, Germany. 209-217.

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