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Please use this identifier to cite or link to this item: http://ntour.ntou.edu.tw:8080/ir/handle/987654321/46782

Title: Embodying gesture-based multimedia to improve learning
Authors: Chun‐Yen Chang;Yu‐Ta Chien;Cheng‐Yu Chiang;Ming‐Chao Lin;Hsin‐Chih Lai
Contributors: 國立臺灣海洋大學:教育研究所
Date: 2013
Issue Date: 2018-06-05T06:33:43Z
Publisher: British Journal of Educational Technology
Abstract: Introduction: As revealed by the recent Horizon Report (Johnson, Smith, Willis, Levine & Haywood, 2011), the creation of gesture‐based interfaces (eg, Microsoft Kinect, Nintendo Wii and Apple iPhone/iPad) create promising opportunities for educators to offer students easier and more intuitive ways to interact with the content in multimedia learning environments than ever before. For instance, Kinect, a motion‐sensing input device developed by Microsoft for Xbox360 (Redmond, WA, USA), enables students to use their body motions, such as swiping, jumping and moving, to interact with the content on the screen. Growing communities (eg, KinectEDucation; http://www.kinecteducation.com/) advocate integrating Kinect applications into classroom teaching to make students' learning experiences more active and joyful. Few studies investigate the impact of gesture‐based multimedia learning on students' cognitive learning outcomes and/or its theoretical underpinnings. This paper briefly discusses the theoretical underpinnings for adopting gesture‐based multimedia learning, then describes how we used Kinect to embody the most common type of multimedia learning in classroom (ie, PowerPoint presentations) and finally details a preliminary study exploring the impact of gesture‐based multimedia learning on students' cognitive learning outcomes.
Relation: 44(1) pp.E5-E9
URI: http://ntour.ntou.edu.tw:8080/ir/handle/987654321/46782
Appears in Collections:[教育研究所] 期刊論文

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