Design for Embodied Learning Experiences

Background
Design Framework
Case Studies
My Practices
Workshop

Educational Workshop

This workshop, presented at the IDSA International Design Conference on September 13, 2024, involved 16 professional designers and design educators in a hands-on activity to design a science museum exhibition focused on Earth's rotation. Participants used an embodied approach to develop learning solutions, guided by a design process and tools based on the framework I developed in my graduate thesis research. Due to time constraints, only half of the framework was covered during the workshop. The complete framework and research were shared with participants afterward for further exploration.

Time & Location

● 9/13/2024, 11:00 AM - 11:45 AM
● Palmer Events Center: Room 5, Austin, Texas

Participants

● 16 participants took part in the workshop.
● All participants were from the industrial design field, including design students, educators, and industry professionals.
● Participants were automatically divided into four groups.

Workshop Agenda

1. Introduction (5 min)
● What is embodied learning and why is it important?
● The Design for Embodied Learning Experiences Framework
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2. Hands-on Design Activity (25 min)
● Step 1: Problem Space (5 min)
● Step 2: Solution Map (10 min)
● Step 3: System Visualization (10 min)
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3. Sharing and Feedback (10 min)
● Storytelling Presentation
● Online Feedback Survey

Materials

Big Working Sheet with All the Instructions
Three Character Cards (Educator, Curator, End User) for Step 1 Problem Space
Three Embodiment Cards and Six Modality Cards for Step 2 Solution Map
2D/3D Materials for Step 3 System Visualization

Hands-on Design Activity Process

Problem Space (5 min): Each group receives a large working sheet, three Character Cards, and post-it notes. Participants review the cards and brainstorm exhibition ideas on the post-its individually.
Solution Map (10 min): Each group is provided with three Embodiment Cards and six Modality Cards, with one Embodiment Card assigned to each group. Based on these cards, participants collaborate to develop embodied learning solutions and use the Solution Map section of the working sheet to outline key design considerations.
System Visualization (10 min): Groups are given 2D and 3D materials like colored paper, pipe cleaners, air-dry clay, small figures, and blocks. They use these materials, along with sketches and words, to visualize their designed media system.
Storytelling (10 min): Each group presents a three-minute storytelling session about their designed learning experience. Participants are encouraged to scan the QR code to complete a feedback survey and gain access to the research project and design framework.

Results and Quick Analysis

Group 1:
Storytelling Summary:
● Informative interpretive signage helps visitors understand the concept of Earth's rotation and its effects.
● The main attraction is a slowly spinning Earth model that changes the room’s lighting and simulates day and night as it rotates and alters the surrounding area.
● An interactive constellation projection system allows visitors to control the projection of constellations on the ceiling.
● Children can lie on beanbags, looking up at the ceiling while they control the constellations and experience the Sun and Earth rotating above them.
Cards:
● Direct Embodiment
● Visual / Kinesthetic - Vestibular

Quick Analysis:‍
Group 1 shifted from using the assigned "surrogate embodiment" card to "direct embodiment," likely because it’s easier to design for direct embodiment in a large environment. The "vestibular" modality card was not incorporated into their design. While the experience is immersive, allowing participants to lie down and engage in a cozy environment, the action of controlling the constellation projection is not directly tied to the core learning concept.
Group 2:
Storytelling Summary:
● Group 2 focused on Earth's rotation, highlighting how it creates daytime, nighttime, and time zones worldwide.
● Families sit in a pod in the center, representing Earth, and use the earth to control a light on the ceiling.
● Participants are assigned a specific time and location, like making it daytime in Shanghai, and use the Earth model to guide the light around to achieve this.
● A screen displays environments with landmarks from these areas.
Cards:
● Direct Embodiment
● Visual / Touch

Quick Analysis:‍
Group 2 creatively combined time zones and environmental features into the learning experience, making it both engaging and effective. The task-oriented approach enhances the learning outcome. However, the chosen "Touch" modality is more accurately classified as kinesthetic. Additionally, both direct and surrogate embodiments are involved in the experience.
Group 3:
Storytelling Summary:
● Participants power a large sun by pedaling bicycles. The brightness of the sun changes based on how fast they pedal.
● A merry-go-round, tilted at 23.5 degrees to simulate Earth's axial tilt, allows participants to spin themselves and experience changes in light and shadow as they orbit around the sun.
● The exhibit includes two tracks: one for faster orbit and one for slower orbit, offering different speeds of movement around the sun.
● For those who don't want to be on the "Earth," there's a space shuttle where participants can zoom around the sun.
● An augmented reality component adds a digital layer to the experience, placing participants in astronaut suits on the screen, blending physical interaction with a digital experience.
Cards:
● Direct Embodiment
● ???

Quick Analysis:‍
Group 3 presented a large-scale, imaginative design where participants take on different roles to power and interact with the system, creating a collaborative experience. The action design, such as biking to control the brightness of the sun, is particularly creative. However, the group did not incorporate the modality card. Additionally, while the two-track idea adds variety, it is not directly tied to the core learning concepts and could be extended to represent another planet or celestial body in the galaxy.
Group 4:
Storytelling Summary:
● Group 4 designed an interactive exhibit that starts with a craft activity where families create a paper Earth with equator lines and an axis.
● Led by a museum staff member in an astronaut suit, participants move to a larger exhibit with a giant globe.
● They place their paper Earth on a platform dashboard, choose a location, and rotate it to observe the transition between day and night in their selected area.
● The paper Earth serves as a keepsake for participants to take home.
Cards:
● Surrogate Embodiment
● Visual / Sound / Touch

Quick Analysis:‍
Group 4, initially assigned the "augmented embodiment" card, shifted more towards "surrogate embodiment." They successfully addressed the "visiting exhibition" requirement by designing a portable exhibit. The kinesthetic modality should have been explicitly included as a key component. The paper globe activity effectively supports a cohesive learning experience before, during, and after the visit.

Feedback Survey Report

Three participants completed the feedback survey. Though it's not a large sample, we gained valuable insights from their respond.
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1. Please share your overall impression of the workshop.
Responses were positive, with participants describing the workshop as fun, excellent, and well-executed.
One participant noted that the amount of information provided felt overwhelming given the time constraints, suggesting a need to simplify the steps for shorter sessions.
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2. How helpful did you find the framework and steps in developing embodied learning solutions?
(Not helpful at all - Very helpful: 1 - 5)
Two participants rated the framework and steps as very helpful (5), while one participant rated it as helpful (4).

3. Which steps were helpful in developing your embodied learning solution? (Select all that apply)
4. Were any steps confusing or unhelpful? (Select all that apply)
5. Please explain why these steps were confusing or unhelpful.
- Breaking Down the Learning Concept (Helpful:3, Confusing: 1)
- Type of Physical Embodiment (Helpful:3, Confusing: 0)
- Modality Cards (Helpful:2, Confusing: 0)
- Loop of Modality, Perception & Action, Media (Helpful:0, Confusing: 3)
- Media Visualization (Helpful:1, Confusing: 1)
- Storytelling (Helpful:3, Confusing: 1)
Participants found the "Loop of Modality, Perception & Action, Media" step most confusing, noting that it was a lot of information to process and hard to follow in the limited time.
One participant mentioned that they were still figuring out their role during some of the steps, which added to the complexity.

6. What was your most valuable takeaway from this workshop?
"Great perspectives from all participants. It’s fun when stuff helps to channel our thinking."
"The combination of action with education."
"Collaboration and the hands-on activity to embody the embodiment."

7. Do you have any suggestions for improving the workshop or the framework?
- Using more iconography and fewer words to make the process clearer.
- Allowing more time for the workshop to better absorb the content.

Conclusion

Through preliminary analysis of the workshop results, all groups demonstrated creativity in leveraging the human body to explore the assigned learning concepts. Participants appreciated the meaningful connection between action and learning, and the framework proved useful in helping them develop embodied learning solutions. However, due to the conference's time constraints, participants found it challenging to fully digest the information in the "Solution Map" section. Additionally, only 3 participants completed the feedback survey, limiting comprehensive insights.

For future workshops, extending the session duration will provide participants more time to digest the framework and apply it effectively. Additionally, offering clearer guidance on how to use the framework and how the design considerations relate to embodied learning will improve the overall experience and outcomes.

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