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Kinesthetic Gaming, Cognition, and Learning: Implications for P-12 Education

Kinesthetic Gaming, Cognition, and Learning: Implications for P-12 Education

Erdem Demiroz
Copyright: © 2019 |Pages: 28
ISBN13: 9781522575078|ISBN10: 1522575073|EISBN13: 9781522575085
DOI: 10.4018/978-1-5225-7507-8.ch036
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MLA

Demiroz, Erdem. "Kinesthetic Gaming, Cognition, and Learning: Implications for P-12 Education." Early Childhood Development: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2019, pp. 744-771. https://doi.org/10.4018/978-1-5225-7507-8.ch036

APA

Demiroz, E. (2019). Kinesthetic Gaming, Cognition, and Learning: Implications for P-12 Education. In I. Management Association (Ed.), Early Childhood Development: Concepts, Methodologies, Tools, and Applications (pp. 744-771). IGI Global. https://doi.org/10.4018/978-1-5225-7507-8.ch036

Chicago

Demiroz, Erdem. "Kinesthetic Gaming, Cognition, and Learning: Implications for P-12 Education." In Early Childhood Development: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 744-771. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7507-8.ch036

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Abstract

Kinesthetic gaming, which is also called full-body gaming, is the rising star of digital gaming trends of recent years. With the integration of commercially available motion tracking systems into game consoles, players are able to control the games with kinesthetic movements without any handheld controllers. This new form of advanced human-computer interaction (HCI) allows players to interact with games in more realistic and natural ways. Because of its novelty, research in kinesthetic gameplay is limited, and experimental research on the effects of kinesthetic gaming on learning is almost non-existent. The purpose of the chapter is to investigate the philosophical foundations of kinesthetic game-playing by emphasizing the role of physical action on learning under the framework of cognitive theories and to discuss possible implications in P-12 education. The author aims to introduce kinesthetic game-playing as a powerful tool for learning and to develop new insights on gaming in P-12 education.

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