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

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Author(s): Erdem Demiroz (University of Missouri – Kansas City, USA)
Copyright: 2019
Pages: 28
Source title: Early Childhood Development: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-7507-8.ch036

Keywords: Education / Information Science Reference / K-12 Education / Sociology

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

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