SpelLit: Difference between revisions
mNo edit summary |
|||
| Line 6: | Line 6: | ||
== Design principle == | == 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 == | == Use == | ||
Revision as of 18:39, 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])
“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.
- ....
Bibliography
Cited with footnotes
- ↑ 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
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.