2023-2024
Embodied learning is a pedagogical approach that emphasizes non-mental factors involved in learning, such as the body, feelings, emotions, and physical actions. It recognizes the relationship between body and mind and leverages the innate, autonomous competence of learners. By making learning a part of the way people understand and interact with the world, this approach enhances learners' motivation, engagement, understanding, and memory.
We introduced a process-oriented design framework with associated design tools and principles to guide designers in creating embodied learning solutions. This framework was inspired by existing frameworks related to embodied learning and structured within the four stages of Double Diamond design process by the UK Design Council. We further tested and refined this framework through two design applications in a research-through-design approach. The current Design for Embodied Learning (D4E) Framework primarily focuses on the Define and Develop stages. While still conceptual, the framework requires further development and validation.
Designers can print out physical templates of the D4E Framework or use the digital version in Figma (see resources).
● Digital version of the D4E Framework in Figjam
● Physical version of the D4E Framework (PDF)
● For more information about this research, read my thesis paper.
● Recommended reading to learn more about embodied learning: Macrine, S. L., & Fugate, J. M. B. (Eds.). (2022). Movement Matters: How Embodied Cognition Informs Teaching and Learning. The MIT Press. https://doi.org/10.7551/mitpress/13593.001.0001
While designers are the primary users of the D4E Framework, collaboration with other stakeholders is crucial for optimal results. Designers should actively build a team to create embodied learning experiences, including four key stakeholders: educators, curators, technologists, and end users. Each stakeholder brings valuable insights: educators offer expertise in learning objectives, technologists provide feasible technology solutions, curators ensure alignment with museum goals, and end users offer practical feedback on usability and effectiveness. Below, we outline when designers should engage these stakeholders during the design process. For each design tool of the D4E Framework, the relevant stakeholders to involve at each step are also specified.
Designer
Problem Space
Solution Map
System Diagram
Storyboard
Prototyping
Feedback Collection
Evaluation
Educator
Problem Space
Solution Map
Prototyping
Feedback Collection
Curator
Problem Space
Feedback Collection
Technologist
System Diagram
Prototyping
Feedback Collection
End User
Problem Space
Feedback Collection
Embodied learning is an emerging pedagogical approach which emphasizes learners' bodily and sensory engagement in the learning process. Informal learning environments, such as museums, uniquely afford the opportunities of embodied learning, however, there is always a distance between the outcomes of embodied sensemaking and the educational objectives in such an experience. Designers are challenged to employ technologies to enhance learning experiences by considering embodied learning possibilities.
One prominent challenge lies in converting the theoretical concepts of embodied cognition into effective, practical design strategies that can be implemented in educational settings and tailored to specific educational topics and content. Additionally, successful implementation requires effective collaboration with different stakeholders (e.g., educators, technologists, and curators) to align design visions with educational goals, venue capabilities, and technical possibilities.
The image below shows the landscape of embodied learning experiences. One dimension describes the level of embodiment, and the other dimension describes the level of learning that is achieved. We position case studies on this landscape. A review of these cases reveals a trend toward integrating learning activities with embodied experiences.
The main purpose of this design project is to create learning experiences that utilize embodiment to deliver high learning outcomes.
To scope the problem space, in the Define stage, we are going to define and describe the four elements important to the design of a learning experience: learners, learning objectives, place of use, and mode of play. These elements depend on the needs and requirements of different projects and will influence the design choices we are going to make later.
Designer
Educator
Curator
End User
Click the figure to see the Problem Space example in the "Sun & Earth" project.
Click the figure to see the Problem Space example in the "Dinosaur Explore" project.
● Collaborate with educators who possess extensive knowledge of learners’ abilities and needs from an educational perspective.
● Utilize methods such as focus groups, participatory workshops, interviews, surveys, and observations to gain a comprehensive understanding of the end-user’s needs and aspirations.
● Create personas, based on the user research, to represent the end-users. Be sure to include demographic information (age, gender, education level), personal interests, and users’ needs and expectations for the learning experience.
● Identify the place of use based on the requirements of different projects, such as home, public museum, or classroom. The place of use significantly influences the choice of modalities, the scale of actions, and the media design in the Develop stage. For example, in the Sun & Earth project, a table-based toy set with iPads or computers was designed for home use. For the dinosaur exhibition in a science museum, a large-scale media system using projections was designed to encourage walking around.
● Partner with education professionals who specialize in curriculum design to specify the learning contents and goals for the project. For my design practices, I referred to the Ohio Science Standard in the Sun & Earth project and educator materials for existing museum exhibitions in the Dinosaur Explore project.
● Use Bloom's Taxonomy to structure the learning objectives. Bloom's Taxonomy provides a hierarchical classification of learning objectives, ranging from basic recall of facts to higher-order skills such as analysis and synthesis, helping to articulate specific, measurable learning outcomes.
● For embodied learning, emphasize physical interactions (e.g., manipulating objects, performing actions) over verbal interactions (e.g., stating) when defining the evidence of learning. For example, in the Sun & Earth project, one learning objective is for participants to demonstrate the trajectory of Earth's rotation and revolution using hand and arm movements.
● Consider different modes of play when designing learning activities. In informal learning settings, there are usually multiple participants. Learning happens not only through our interaction with the exhibits, but also through our social interaction with each other. To support social engagement, an important dimension of embodiment, in addition to individual play, designers are encouraged to design for collaborative and/or competitive modes of play.
● Take into account the various roles participants can assume in joint learning activities, especially in multi-age family groups, which are common in informal learning settings. For instance, in parent-child co-learning scenarios, parents might act as observers, facilitators, or collaborators. Providing scaffolds and structured roles can enhance social interactions and support effective learning experiences during the Develop stage.
In the Develop stage, we are going to brainstorm and prototype design solutions based on our understanding of the problem space. We introduce four useful tools for concept generation and refinement: solution map, system diagram, storyboard, and interactable prototype. This is not a linear process, so feel free to modify design decisions iteratively.
Designer
Educator
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Click the figure to see the reference page, which includes important terminologies and models.
Click the figure to see the digital Solution Map example in the "Sun & Earth" project.
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Click the figure to see the physical Solution Map example in the "Dinosaur Explore" project.
Technologist
Designer
Click the figure to see the System Diagram example in the "Sun & Earth" project.
Click the figure to see the System Diagram example in the "Dinosaur Explore" project.
Designer
Click the figure to see the Storyboard example in the "Sun & Earth" project.
Designer
Educator
Technologist
Click the figure to see the Prototyping example in the "Sun & Earth" project.
● Visualize the structure of learning concepts. Visualization helps structure the knowledge in a way that informs the learning material design and interaction design.
● Develop tasks that include both physical and imagined instructional embodiments to facilitate the transfer of learned content. Physical embodiments provide a full perceptual experience, while imagined embodiments allow mental simulation and help learners’ internalization of the knowledge.
● It’s easier to determine the mode of embodiment for learning tasks after listing the modalities participants can engage with to make sense of the learning contents. Embodiment types include direct embodiment through the body, surrogate embodiment using external manipulatives, or augmented embodiment via a representative system (e.g., avatar).
● Think about different kinds of modalities that can be incorporated to make sense of the learning concept. This is an important step to ensure our bodily and sensory engagement in the embodied learning process.
● Body movements matter in embodied learning. While most of the multimedia learning practices focus on visuals and audio, designers should also value the opportunities of kinesthetic and tactile experience.
● In addition to the five basic modalities, researchers today have found more and more sensory systems. The choices of modalities depend on their relation to the learning concepts as well as the constraints of project budgets, media options, environments, and technologies.
● Consider the affordances of both the physical and digital materials. Think about their relations to the learning concepts based on their perceptual and interactive features.
● Use a combination of digital and physical materials to leverage their respective strengths in media design. Digital materials can provide rich visual and auditory information, while physical materials enable tactile and kinesthetic interactions.
● Develop a cycle of human-media interaction by mapping out media inputs and outputs.
● Create prompts, instructions, and feedback mechanisms to facilitate self-guided learning activities. In informal learning settings, where formal guidance may be limited, these elements are crucial.
● Design embodied metaphors to promote learning performance. An embodied metaphor is a cognitive concept where abstract ideas are understood through physical and sensory experiences, such as using spatial terms to describe time (e.g., "a long time" or "a short time"). In embodied learning, an embodied metaphor refers to the type of action chosen by the designer to represent or manipulate educational content. Effective embodied metaphors should be compatible with the learning concept. For example, learners will better understand the concept of counting by tapping their fingers on the screen, and the concept of number-line estimation by sliding their fingers, rather than the other way around. The reason is that the action of tapping is compatible with the discrete procedure of counting, and the action of sliding is compatible with the continuous procedure of estimation.
● Ensure that the scale of actions fits the learning environment. This consideration ensures that the designed activities are practical and feasible within the physical constraints of the setting.
For System Diagram
● Visualize the media system design to decide the main media components, spatial layout, communication flows, user scenarios and technical supports.
● Use efficient and suitable visualization techniques. Employ sketches and/or 2D and 3D materials like paper shapes, wood blocks, Lego, and sandbox play to convey your design ideas effectively.
● Begin visualizing the media system in the Solution Map stage and modify the design iteratively.
● Use sketches or act out scenarios to create storyboards of participants' learning experiences. This process helps visualize the flow of activities from the user's perspective.
● Use storyboards to consider media design in more detail. Identify gaps or weaknesses in the learning experience through storyboarding, particularly in instruction design, which is often underestimated when planning the media content. Modify and improve the media design throughout this process.
● Choose appropriate methods to create interactable prototypes based on what you want to test with end users. Start with low-fidelity prototypes (e.g., paper prototypes, digital wireframes, cardboard models) to communicate and test overall design concepts. Progress to medium and high-fidelity prototypes (e.g., coded prototypes, electronic prototypes, 3D printing) to gather feedback on detailed design elements like materials and usability. This iterative process allows for continuous refinement and improvement of the design.
Present the deliverable design concepts to your team, investors, stakeholders, and/or end users to get feedback from different perspectives. Use the evaluation tool as a guide to examine the effectiveness of the designed embodied learning experience from two perspectives - learning outcome and level of embodiment.
The criteria for the learning outcome score refer to the Quality of Immersive VR in Education Rubric (QUIVRR) developed by Johnson-Glenberg. The criteria for the embodiment score are based on the Somatic Learning Model by Horst, which identifies four kinds of embodied learning. Review existing frameworks to understand how they contribute to the development of the D4E Framework and its associated design tools.
