Kinesthetic gaming, which is also called full-body gaming, is the rising star of digital gaming trends of recent years. With the integration of commercially available motion tracking systems into game consoles, players are able to control the games with kinesthetic movements without any handheld controllers. This new form of advanced human-computer interaction (HCI) allows players to interact with games in more realistic and natural ways. Because of its novelty, research in kinesthetic gameplay is limited, and experimental research on the effects of kinesthetic gaming on learning is almost non-existent. The purpose of the chapter is to investigate the philosophical foundations of kinesthetic game-playing by emphasizing the role of physical action on learning under the framework of cognitive theories and to discuss possible implications in P-12 education. The author aims to introduce kinesthetic game-playing as a powerful tool for learning and to develop new insights on gaming in P-12 education.

The dramatic transition from the post-Flexnerian model to the models of 21st century requires pedagogical practices such as teaching techniques, methods, and strategies to be modernized in order to address the diverse needs of 21st century medical students. E-learning and online education applications provide enriched opportunities for redesigning health education, and they are widely discussed in life-long learning, self-directed learning, and competency-based instructional practices. Advancements in educational technology, and the best practices of integrating educational technology with pedagogy, are not clearly outlined in medical education although e-learning and online education have the potential to address the requirements of modernized medical education. The overall goals of the chapter are to discuss technology-supported instructional design practices in medical education by emphasizing learner characteristics, addressing principles of instructional design for online teaching practices, and providing evaluation tools that guide designers to develop better online learning practices for advancing medical education through technology.

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Enactivism is one of the emerging theories in cognitive science. This theory focuses on activity and active participation of agents in cognitive development processes. Scholarship, on the other hand, is also active and dynamic by its very nature. Therefore, it can be claimed that dynamic nature of scholarship should overlap with enactive nature of cognitive development for better learning experiences. In this respect, the active nature of scholarship is analyzed through lenses of ecumenical enactivism under the scope of this chapter. The chapter also focuses on ecumenical natural learning approach, which is built on ecumenical enactivism, and discusses why some teaching methods yield better learning outcomes than others in educational contexts. In this regard, discussions focus on total physical response (TPR), a method used in second language teaching, and ecumenical enactivist TPR (e2TPR), which integrate the active nature of cognitive development with the dynamic nature of knowledge.

Kinesthetic gaming, which is also called full-body gaming, is the rising star of digital gaming trends of recent years. With the integration of commercially available motion tracking systems into game consoles, players are able to control the games with kinesthetic movements without any handheld controllers. This new form of advanced human-computer interaction (HCI) allows players to interact with games in more realistic and natural ways. Because of its novelty, research in kinesthetic gameplay is limited, and experimental research on the effects of kinesthetic gaming on learning is almost non-existent. The purpose of the chapter is to investigate the philosophical foundations of kinesthetic game-playing by emphasizing the role of physical action on learning under the framework of cognitive theories and to discuss possible implications in P-12 education. The author aims to introduce kinesthetic game-playing as a powerful tool for learning and to develop new insights on gaming in P-12 education.