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Educational Affordances of Digital Fitness Devices: Can We Leverage the Success of Consumer Wearables Into the K-12 Environment?
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, University of North Texas, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The New Media Consortium (2014) postulate that the within the next five years we will observe significant evidence of wearable devices in the classroom. Additionally, research suggests that wearable technologies will have a significant impact in teaching, learning and creative inquiry (Johnson, Adams, Estrada, & Freeman, 2014). For the purpose of this study, the terms digital fitness device and wearable technology will be used interchangeably. This quantitative study seeks to investigate wearable technologies, specifically associated with physical fitness, and investigates how wearables can provide valuable feedback to users, potentially modifying their attitudes and behaviors. The data was collected during a one-month period using an online survey tool with number of subjects being N = 97. Thirty-two of the participants reported they wore a digital fitness device while 65 of the participants indicated they did not. Results show a positive relationship in device-wearing and activity.

Citation

Barbee, S. (2015). Educational Affordances of Digital Fitness Devices: Can We Leverage the Success of Consumer Wearables Into the K-12 Environment?. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 2214-2218). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 16, 2019 from .

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