Nayi Disha builds movement based learning modules for kindergarten children that require them to jump, hop
and clap while they learn concepts from their curriculum. We utilize motion sensors to detect a child's body so that
he/ she is able to physically interact with virtual content. We facilitate kinesthetic learning in classrooms with the
help of stories featuring the kid's lovable friend, Kajul
NAYII *: :;III>IsHA
Every child has a distinctive learning style. While the current education system only caters to visual and auditory
learners, approximately 45% of the students in a typical classroom are kinesthetic learners. (Tranquillo, 2008) (See
Kinesthetic learners understand concepts and ideas better when they are performing an action. Unfortunately,
kinesthetic learners are often deemed as mischievous, restless and disruptive with the present system disregarding
Moreover, movement based learning, as a concept is almost absent in the present day classroom, in spite of its
proven benefit. §
Kinesthetic Learners 45% I7 I K.
Visual Learners 30°/ o
Auditory Learners 25% I T
LEARNING STYLES THEORY
Apart from using different intelligences, children also have a preferred learning style that they use to grasp ideas
and understand concepts.
The simplest and most common way of identifying different learning styles is based on the senses. Commonly called
the VAK model, this framework describes learners as visual, auditory, or kinesthetic. Visual learners most effectively
process visual information; auditory learners understand best through hearing; and kinesthetic learners learn
through touch and movement. (Miller, 2001)
Nayi Disha’s modules allow children to utilize their
preferred learning styles. With our modules being used in
the classroom, children are no longer sedentary and
teachers find them more active and engaged.
Flow theory provides a unique paradigm for studying engagement in educational video games as it takes into
account, both game and student engagement. (Csikszentmihalyi, I990)
Flow refers to a state of complete absorption or engagement in an activity, where the level of challenge matches
an individual's skill and allows children to have deep, motivated, intense and long—term learning experiences.
Control Apalhy Relaxation
During our impact assessment study with preschool
children, we concluded that 66 % of the class was found
to be in a state of flow while learning through
movement based modules.
(See Fig .2) (Sarkar & Aneja, 2014)
MOVEMENT BASED CLASSROOM LEARNING
Along with catering to the challenging needs of a kinesthetic learner, we also advocate for the inclusion of
movement based learning into mainstream education. Movement based modules help the teacher to engage
with the students in an effective manner. It also helps the child to register and recall concepts easily.
A wide variety of researchers agree on the effectiveness of kinesthetic learning. According to Jean Piaget,
although the abilities to abstract a concept and make complex connections between concepts are considered
to be signatures of a mature mind, humans learn best by doing something concrete first, and then abstracting to
more general concepts.
Moreover, introducing children to movement based learning at an early stage is important because they enter
kindergarten as kinesthetic and tactile learners, moving and touching everything as they learn. (Dunn & Dunn, 1978
The induction of movement based learning in the ~--». » '
classrooms will help children stay active and engaged
while they learn.
IAYI DISHA : A COMPREHENSIVE EDUCATIONAL TOOL
Our modules benefit both, the learner and the teacher effectively. The teacher plays the role of a facilitator,
making her extremely integral to the process of learning through our modules.
Enhancing classroom instruction:
The modules developed by Nayi Disha have enhanced the teaching experience by taking classroom instruction to
a new level. Our modules collect three—dimensional information, thereby supporting various teaching activities like
whole-class instruction, group work and one-to-one teacher-student interaction. Along with this, special
instructional design can be produced to reinforce a connection between teaching contents and a student's
physical responses. Movement based learning modules designed by us not only re—energize the classroom but also
lead to experiential learning amongst the students.
Enabling holistic learning:
Children, we know love to hop, skip and jump; and are full of energy. Nayi Disha’s modules facilitate kinesthetic
interactions that are able to coordinate with visual and auditory information , resulting in a holistic and immersive
learning process. As they are able to interact with contents physically, students can make use of kinesthetic
memory, enabling top-of-mind recall. Author of Smart Moves, Carla Hannaford, has also found out that movement
awakens and activates our mental capacities. Moreover, movement integrates and anchors new information and
experience into our neural networks (Hannaford, 1995). Feldman & McPhee also state that kinesthetic learners are
most successful when totally engaged in an activity (Feldman & McPhee, 2007).
NAYI ‘%’fL: ;DlSHA
"Young kids have diﬂrerent learning styles, some learn
by looking, some by listening and many others by
moving, this motion based technology helps our
children hone all their learning styles and because
there is movement involved, kids are no longer
sedentary and teachersﬁnd them more involved and
_ - Swati Popat Vats, President, Early Childhood
V g Association & Podar Education Network
"Nayi Disha Studios is creating something truly
amazing. We have found that the children's
engagement in the learning process results in higher
retention of the concepts. Most of all, Nayi Disha’s
games solve one of our most challenging problems as
educators - to make learning an enjoyable experience
for the children
- Ashok Pande_y, Principal, Ahlcon International
OUR PARTNER SCHOOLS
UNITED STATES OF AMERICA
WORLD FORUM ON EARLY LEARNING AND CARE
Nayi Disha and Kaju were honored To be a part of The World Forum on Early Learning and Care, 2014 in San Juan
Our talk was a part of The session called ‘Tech Talks for Early Years’. We received a greai response from educators,
researchers, school-Owners and policy-makers from over 81 counfries.
‘ ’/ .
Write To us at
f , homework (at) nayidishastudios (dot) com i
J / nayidishostudio E] / nayidishastudios
ﬂ / nayidishastudios nu / noyidishosmdios
www. nds. io www, nds. io/ biog
Csikszenimihalyl, M. (T990). Flow . The Psychology Of Optimal Experience, Harper & Row.
Dunn, R. , 8: Dunn, K. (i978). Teaching Secondary Studenls Through Their Individual Learning Styles. Englewood Cliffs, NJ: Prentice Hall.
Feldman, J. , & Mcphee, D, (2007). The Science of Learning and The Ari of Teaching. Delmar Cengage Learning.
Gardner, H. (1983). Frames of Mind: The Theory of Multiple intelligences. New Vork. New York, U S. A: Basic Books.
Hannaford, C (1995). Smart Moves. Why Learning is not all in your head. . Arlington, VA : Great Ocean Publishers.
Miller. E’. (2001). The rnulhmedla ofthe rnind. ED 451340. . "‘ *1 fr. -
Sarkar, T, , & Anela, K. (20i4). Engaging students through games: Flow theory and Ils applications in The classroom. ECA — Early Childhood ‘ " 2)
Association. Mumbai. A
Tranauillo, J. (2008). Kinesthetic Learning in the classroom. ASSEE - American Society for Engineering Education, (p. 9). Pitlsburg.