An Embodied Framework for Supporting Instructional Design Decision-Making Practices

• In Event: AERA Poster Session 12
  In Poster Session: Instructional Strategies and Learning Tools to Support STEM Learning

Abstract

There is a paucity of research guided by situated cognition that addresses the role of the body in cognitive processing and the interactivity between an organism’s body and their environment. To date, studies have begun to emerge exploring the role of embodiment in educational technology. The purpose of this manuscript is to present a conceptual framework that emphasizes design strategies needed to support embodied cognition through instructional design decision-making practices. This fundamental shift to a perspective of embodied cognition has far-reaching implications for designers, as the role of context and the immediate environment take center stage rather than simply playing a contributory role to information processing by the individual.

Authors

• Jill Stefaniak, University of Georgia - Athens

• Andrew Tawfik, University of Memphis

• Justin Sentz, Old Dominion University