Held in conjunction with International Conference on Computers in Education (ICCE 2023)
Matsue, Shimane, JAPAN
December 4, 2023
Workshop Date: December 04, 2023
Past Deadlines
Submission deadline for workshop papers: August 1 August 18, 2023
Acceptance notification of workshop papers: August 15 September 1, 2023
Final camera-ready version due for workshop papers: September 1 September 15, 2023
(Submission link: https://easychair.org/conferences/?conf=embodiedicce2023)
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
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 1, 2023
Acceptance notification of workshop papers: August 15, 2023
Final camera-ready version due for workshop papers: September 1, 2023
Author registration: September 15, 2023
Workshop date: December 04, 2023
Contact
Prajakt Pande (ppande@smu.edu)
Organizing Committee
Prajakt Pande Southern Methodist University, Dallas, USA. Prajakt is Assistant Professor in Technology-enhanced Immersive Learning at SMU Dallas. Until recently, he was Science Education Design Lead at an NSF-funded AI institute at the University of Illinois Urbana-Champaign, and has previously also led research on the design and use of embodied VR for science learning at Roskilde University, Denmark. Prajakt’s expertise is situated at the intersections between embodied cognition, technology-enhanced learning, and STEM education.
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 and data-driven services in education. He co-organized previous ICCE workshops on Learning Analytics (2019, 2020, 2021,2022) and the Embodied Learning workshops in 2021,2022.
Shitanshu Mishra MGIEP UNESCO, India. Shitanshu is a learning and educational technology scientist with over ten years of experience. He currently 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.
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. He is also involved in design and management of technology stack as well as pedagogical design of the BSc programme in Programming and Data Science offered by IIT Madras. His research interests are in the area Online Instructional Design and Communities of Practice.
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 and 2022.
Program Committee (alphabetical by first name)
Alice Mei Rong Chen, Taiwan Tech, Taiwan
Candace Walkington, SMU, USA
Ceren Ocak, MSU, USA
Chandan Dasgupta, IIT Bombay, India
Deborah Dutta, IRMA, India
Durgaprasad Karnam, HBCSE-TIFR, Mumbai
Geetanjali Date, IIT Bombay, India
Mitchell Nathan, U. Wisconsin–Madison, USA
Sanjay Chandrasekharan, HBCSE-TIFR, Mumbai
