Newer accounts of cognition and learning, such as 4E (embodied, embedded, extended and enacted) cognition suggest that cognition and learning are grounded in action (Menary, 2010; Newen et al., 2018). Hence learning design and assessment should be grounded in action. However, designing for embodied learning is relatively new within educational technology. Existing work is fragmented and fails to provide concrete design principles (e.g. Lindgren & Johnson-Glenberg, 2013; Malinverni & Peres, 2014; Abrahamson & Lindgren, 2014; Skulmowski & Rey, 2018) . Further, the benefits of embodied learning are attractive yet elusive (Pande, 2020; Skulmovski & Rey, 2018).

In order to realize the hypothesized benefits of embodied learning, it is important to identify the learning mechanisms underlying embodied learning and quantify its benefits. Given the nature of embodied learning systems, it is necessary to use multimodal data to capture all learning interactions such as large and small body movements, speech and eye gaze in order to identify the learning mechanisms (Abrahamson et al, 2020). Analysis of embodied learning scenarios thus becomes challenging, but is intricately tied to design and its refinement. The goal of this workshop is to provide an interactive avenue for researchers to discuss a strongly theory-grounded approach to learning, TEL designs, learning analytics and findings related to embodied learning when deployed in various educational settings.

Scope of the workshop: Researchers and practitioners who are interested in the design and analysis of embodied learning and the design and analysis of technology environments for embodied learning are encouraged to submit their work. We welcome a variety of topics and research issues related to the design, development, and analysis of technology for embodied learning. The term embodied learning should be interpreted in its broadest sense (e.g. Skulmovski & Rey, 2018). The aim of this workshop is to provide a platform for researchers to exchange ideas and share practices about how technology can be used to leverage design and understanding of embodied learning.

Topics and research issues of the workshop include but are not be limited to:

• Learning environment design based on embodied cognition theory

• The role(s) of body in learning with computers/technology

• Pedagogical approaches for interactive TEL design based on embodied cognition and learning theories

• Assessment of technology-enhanced embodied learning – techniques, tools, and innovative approaches

• Multimodal learning analytics methods to identify interaction processes or mechanisms underlying embodied learning

• Learner modelling techniques for embodied and/or interactive learning

• Feedback in the context of technology-enhanced embodied learning

• Benefits of embodied learning in underrepresented domains such as liberal arts and humanities

• Designs of embodied learning interventions for diversity and inclusion of underrepresented and/or differently-abled communities of learners

• Embodied learning designs for online, remote, and asynchronous settings

• Practitioners view and faculty development for adopting technology-enhanced embodied learning

A paper submitted to the Embodied Learning workshop must contain at least one of the following:

Design Paper- This could be the description of a prototype system, or innovative curricular material, or a model based on embodied cognition and learning.

Analytics Paper - This could include modeling dynamics of embodied learning with multi-modal data.

Evaluation Paper - This should be a formal educational research study, having a strong empirical basis, drawing on relevant research methods.

Practitioners Paper - This could be a pilot or a large-scale deployment of system/material in practice, along with some evidence of effectiveness.

Schedule

• online schedule TBA.

Important Dates

• Initial paper submission: July 22, 2021 August 16, 2021

• Notification of acceptance: August 2, 2021 August 30, 2021

• Camera-Ready deadline: September 6, 2021 September 20, 2021

• Author Registration deadline: September 24, 2021

Submissions

All submissions to the workshop must follow the format of the ICCE Proceedings Template

https://icce2021.apsce.net/wp-content/uploads/2021/02/ICCE2021-PaperTemplate.doc

All accepted papers will be published in one volume of workshop proceedings, which will be submitted to Elsevier for inclusion in SCOPUS.
Published workshop papers will also be made available on the official ICCE 2021 website.

Submission Categories

• Full paper: 8-10 pages

• Short paper: 5-6 pages

Submit papers using EasyChair: https://easychair.org/conferences/?conf=embodiedicce2021

Organizing Committee

Rwitajit Majumdar Kyoto University, Japan. Rwitajit is a Senior Lecturer at the Academic Center for Computing and Media Studies in Kyoto University. His research interests include: Learning Analytics, HCI in data-driven AI services in education.

Aditi Kothiyal Swiss Federal Institute of Technology Lausanne (EPFL) Switzerland. Aditi is a postdoctoral researcher in the Computer Human Interaction for Learning and Instruction (CHILI) lab at EPFL where she works in educational robotics and multimodal learning analytics. She received a PhD in Educational Technology from the Indian Institute of Technology Bombay. Her research interests lie at the boundaries of engineering education, educational technologies and embodied learning.

Prajakt Pande Roskilde University, Denmark. Prajakt is currently a postdoctoral researcher at the Department of People and Technology, Roskilde University, Denmark. He also holds the title of Project Manager/Principal Investigator (Research) at Roskilde University’s Centre for Virtual Learning Technologies. Prior to his postdoc, he worked as an Assistant Professor in Cognitive Science at SR University in southern India. Prajakt graduated from the Learning Sciences Research Group at the Tata Institute of Fundamental Research in Mumbai, and his academic interests are situated at the interface between embodied cognition, technology-enhanced learning, and STEM education (ResearchGate).

Shitanshu Mishra MGIEP UNESCO, India. Shitanshu is a learning and educational technology scientist with over nine years of experience currently associated as information technology officer at MGIEP, UNESCO. After completing his Ph.D. at the Educational Technology department in IIT Bombay (Mumbai, India) he worked with the Computer Science department at Vanderbilt University (Nashville, USA). His research areas include AI in Education, Multimodal Learning Analytics, Modeling Cognitive and Metacognitive strategies, and Technology Enhanced Learning of Disciplinary Practices.

Jayakrishnan Madathil Warriem IIT Madras, India. Jayakrishnan is currently working as Senior Scientist with National Programme on Technology Enhanced Learning at IIT Madras, India. In his current role he is working primarily on mainstreaming MOOCs within Higher Educational Institutions in India and also works with teachers from these HEIs in professional development activities. His research interests are in the area Online Instructional Design and Communities of Practice.