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Orchestrating the Technology-Enhanced Embodied Learning Classroom via Learning Stations Rotation: A case study (extended abstract).

, , , and . HLS-D3@EC-TEL, volume 2712 of CEUR Workshop Proceedings, page 25-28. CEUR-WS.org, (2019)

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Orchestrating the Technology-Enhanced Embodied Learning Classroom via Learning Stations Rotation: A case study (extended abstract)., , , and . HLS-D3@EC-TEL, volume 2712 of CEUR Workshop Proceedings, page 25-28. CEUR-WS.org, (2019)Designing and Orchestrating the Classroom Experience for Technology-Enhanced Embodied Learning., , , and . ICLS, International Society of the Learning Sciences, (2020)On the Understanding of Students' Learning and Perceptions of Technology Integration in Low- and High-embodied Group Learning., , , and . CSCL, International Society of the Learning Sciences, (2019)Technology-enhanced Embodied Learning: Designing and Evaluating a New Classroom Experience., and . J. Educ. Technol. Soc., 23 (3): 77-92 (2020)Playing with fractions on an Interactive floor application: An exploratory case study in the math classroom., and . ICLS, International Society of the Learning Sciences, (2018)Investigating Immersion and Learning in a Low-Embodied versus High-Embodied Digital Educational Game: Lessons Learned from an Implementation in an Authentic School Classroom., , and . Multimodal Technol. Interact., 3 (4): 68 (2019)Investigating Children's Immersion in a High-Embodied Versus Low-Embodied Digital Learning Game in an Authentic Educational Setting., , and . iLRN, volume 1044 of Communications in Computer and Information Science, page 222-233. Springer, (2019)