4th International Workshop on
Embodied Learning:
Technology Design, Analytics & Practices
Embodied@ICCE2024

Workshop Date: 25 or 26 November, 2024

Important deadlines

Submission deadline for workshop papers: August 19, 2024

Acceptance notification of workshop papers: September 2, 2024

Final camera-ready version due for workshop papers: September 16, 2024

(Submission link: https://easychair.org/conferences/?conf=embodiedicce2024)

This workshop aims to provide a highly interactive avenue for educational technology researchers to discuss strongly embodied cognition/embodied learning theory-based approaches to the design, application, practice, and evaluation of educational/learning technologies, technology-enhanced learning environments (TELE), and learning analytics. We particularly welcome papers discussing reports/findings on the development, deployment, and evaluation of embodied learning technologies in formal or informal educational settings (e.g. K-12 schools, out-of-school outreach programs, undergraduate or graduate education).

Background

Newer accounts of cognition and learning, such as 4E (embodied, embedded, extended, and enactive) cognition suggest that cognition and learning are grounded in action. Hence learning design and assessment must be grounded in action. However, designing for embodied learning is yet to find a solid traction among educational technology communities as a fundamental technology-enhanced learning design theory. Existing work is fragmented and fails to provide concrete design principles. Further, the benefits of embodied learning are attractive yet elusive.

In order to realize the hypothesized benefits of embodied learning, it is important to identify the learning mechanisms underlying embodied learning, and quantify as well as diversify its benefits. Given the nature of embodied learning systems, it is necessary to use multimodal data such as large and small body movements, speech, eye gaze, and several other potential biometrics to capture all learning interactions and in turn identify the learning mechanisms. Analysis of embodied learning scenarios thus becomes challenging, but is intricately tied to design and its refinement.

Aims & Topics

Researchers and practitioners interested in the design and analysis of embodied learning, as well as the design and analysis of technology environments for embodied or 4E learning, are strongly encouraged to submit their work. We welcome a variety of topics and research issues related to the design, development, and analyses of technology for embodied learning. The term embodied learning should be interpreted in its broadest sense. 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 limited to:

• Design of learning environments based on embodied cognition or 4E cognition theories, and (bodily) interaction-focused approaches

• Pedagogical approaches for interactive technology-enhanced learning (TEL) based on embodied cognition/learning and allied theories

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

• Multimodal learning/data analytics methods/models to identify/characterize interaction processes or mechanisms supporting embodied and/or 4E learning

• Learner modeling techniques for embodied and/or interaction-based learning

• AI and technology-enhanced embodied learning (e.g. AI for TEL design and evaluation)

• Feedback in the context of technology-enhanced embodied learning (the term feedback should be interpreted in its broadest sense - e.g. learner feedback, teacher feedback, automated feedback on gestures, body movements, etc.)

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

• Diversity, inclusion, equity, and embodiment in the context of TEL (e.g. embodiment, learning, and education focusing on underserved and/or differently-abled communities of learners)

• Embodied learning designs for online, remote, and asynchronous settings (e.g. MOOCs, Intelligent Tutoring Systems)

• Practitioners’ views and faculty development for adopting embodied TEL

Types of Submissions

A paper submitted to this workshop must fit within at least one of the following categories:

• Design Paper – This could be the description of a prototype system, or innovative curricular material, or a model based on, or addressing problems situated in, embodied cognition and learning.

• Analytics Paper – This could include modeling dynamics of embodied learning with multi-modal data, application of machine learning or newer AI approaches to embodied learning and evaluation

• 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.

• Conceptual paper – Theoretical analyses at the intersections of technology, embodiment, and learning.

Length of the Paper & Submission Guidelines

This workshop looks for Full and Short papers that follow the author guidelines of ICCE2023.

• Full paper (8-10 pages)

• Short paper (5-6 pages)

Please download the latest version of the Paper Template file in preparing your manuscript.

This workshop practices a double-blind peer-review process.

Please submit your paper via EasyChair

• https://easychair.org/conferences/?conf=embodiedicce2024

All accepted papers will be published in proceedings, which will be submitted to Elsevier for inclusion in Scopus. All papers should follow the paper format of the main conference.

Important Dates

• Submission deadline for workshop papers: August 19, 2024

• Acceptance notification of workshop papers: September 2, 2024

• Final camera-ready version due for workshop papers: September 16, 2024

• Author registration:  September 16, 2024

• Workshop date: November 25 or 26, 2024

Contact

Rwitajit Majumdar <majumdar_at_kumamoto-u.ac.jp>, Soumya Narayanan 

Organizing Committee

Rwitajit Majumdar Kumamoto University, Japan. Rwitajit is an Associate Professor at the Research and Educational Institute for Semiconductors and Informatics, Kumamoto Unviersity. His research interests include: learning analytics, HCI and data-driven services in education. He co-organised previous ICCE workshops on Learning Analytics (2019, 2020, 2021,2022) and the Embodied Learning workshops in 2021, 2022, 2023.

Prajakt Pande Southern Methodist University (SMU), Dallas, Texas, USA. Prajakt is an Assistant Professor of Learning Sciences and Technology-enhanced Immersive Learning at SMU’s Simmons School of Education and Human Development. His research primarily involves the development and evaluation of innovative technology interfaces, such as immersive VR, to facilitate embodied learning of scientific concepts and phenomena. Before SMU, Prajakt worked at the Molecule Maker Lab Institute, an NSF-funded AI institute at the University of Illinois Urbana-Champaign. Prior to that, he led research on the design and use of VR for science learning at Roskilde University, Denmark, as a postdoctoral researcher. 

Aditi Kothiyal  Indian Institute of Technology Gandhinagar, India. Aditi is an assistant teaching professor associated with the Center for Creative Learning at IIT Gandhinagar, where she takes a 4E cognition perspective to investigate how hands-on work leads to learning. Previously, she was a postdoc at the CHILI lab in EPFL, working in multimodal learning analytics and educational robotics. Her research interests lie at the boundaries of STEM education, educational technologies, and embodied learning, and she was the co-organizer of the previous two Embodied Learning Workshops at ICCE in 2021, 2022, and 2023.

Jayakrishnan Madathil Warriem IIT Madras, India. Jayakrishnan works as Senior Scientist with the 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. He is also involved in the design and management of the technology stack and pedagogical design of the BSc program in Programming and Data Science offered by IIT Madras. His research interests are in the area of Online Instructional Design and Communities of Practice.

Shitanshu Mishra MGIEP UNESCO, India. Shitanshu is a learning and educational technology scientist with over ten years of experience. He works with the research and development division of UNESCO’s educational research institute, UNESCO MGIEP as a national ICT specialist. 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.

Soumya Narayanan KLE Technological University Hubballi, India. Soumya is an associate professor at the Center for Engineering Education Research (CEER) at KLE Technological University, Hubballi. Her research interests include exploring methods to foster design thinking among students and investigating technologies and pedagogies to enhance learning.