Understanding embodied immersion in technology‐enabled embodied learning environments

Abstract

ObjectiveThe aim of this current paper is to investigate the salient embodiment features in the empirical studies on technology‐enabled embodied learning environments (TEELEs), and to contribute a comprehensive conceptual framework to direct the understanding and the designing of TEELEs – to embody and how to embody.MethodIn this thematic paper, we carefully selected and reviewed 28 empirical studies (peer‐reviewed journal articles published in the recent decade between 2010 and 2020) on TEELEs, and analyzed their salient features concerning embodiment.Results and ImplicationsSynthesizing the characteristics distilled from the selected studies, we propose the conceptual framework of embodied immersion, which consists of three major dimensions, namely, physical, sensory, and cognitive immersions. Eight factors – means of embodiment, amount of motoric movements, point of view, media effects, haptic effects, operational congruency, learning congruency, and personalization – contribute to these three dimensions, and are carefully articulated, discussed, and explicated. The discussions around the embodied immersion framework are rooted in the concepts of presence, immersion, and agency. We regard our framework as a trinity borrowing the ingredients from each of those three that will guide through the understanding and the designing of TEELEs.

Does Motion-Sensing Technology Enhance Students’ Learning? A Meta-Analysis

“…Embodied level refers to one’s degree of body movements during interaction with the learning content. It is categorized into the low level (e.g., finger or hand movement), middle level (i.e., only using the upper body), and high level (i.e., full BM) (Xu et al, 2022). Guo and Goh (2015) found that higher embodiment led to more effective learning.…”

“…Take Microsoft Kinect as an example, which mounts an RGB camera and detectors. The device is driven by sophisticated machine learning algorithms to inspect and capture people's BM happening instantaneously over a range of distances (Xu et al, 2022). MST can draw 3-D vectors by controlling avatars in the virtual environment through whole-body movements (Liyanawatta et al, 2022;Ozcelik & Sengul, 2012).…”

“…The learning process involves body movements (BM), providing a distinctive experience for student learning (Lan et al, 2018). So, BM that occurs during educational activities should not be neglected (Xu et al, 2022). Following the theory of embodiment cognition, students’ BM can positively affect their learning (Duijzer et al, 2019).…”

“…MST is still new in the educational field (Georgiou & Ioannou, 2021). While innovative MST offers more opportunities, it also invites challenges and affordances to teaching and learning that substantially differ from conventional touch-based platforms (Georgiou et al, 2019; Malinverni et al, 2016; Xu et al, 2022). First, a lack of systematic evidence to mentor teachers who would like to implement MST in their lessons (Kosmas et al, 2018).…”

“…In EL, learners can actively move their bodies to interface with the learning contents or passively view some pedagogical agents move (Xu et al, 2022). The former can be regarded as active embodiment, while the latter is the passive embodiment (Xu et al, 2022). MST belongs to the active embodiment.…”