Bridging the Physical Learning Divides: A Design Framework for Embodied Learning Games and Simulations
Melcer, Edward F.; Isbister, Katherine
2016
Abstract
Due to a broad conceptual usage of the term embodiment across a diverse variety of research domains, existing embodied learning games and simulations utilize a large breadth of design approaches that often result in seemingly unrelated systems. This becomes problematic when trying to critically evaluate the usage and effectiveness of embodiment within existing designs, as well as when trying to utilize embodiment in the design of new games and simulations. In this paper, we present our work on combining differing conceptual and design approaches for embodied learning systems into a unified design framework. We describe the creation process for the framework, explain its dimensions, and provide examples of its use. Our design framework will benefit educational game researchers by providing a unifying foundation for the description, categorization, and evaluation of designs for embodied learning games and simulations.
Keywords
Concepts
Citation
Melcer, E F, Isbister, K (2016). Bridging the Physical Learning Divides: A Design Framework for Embodied Learning Games and Simulations. Proceedings of the 1st International Joint Conference of DiGRA and FDG https://doi.org/10.26503/dl.v2016i1.805
Metadata
- Domain
- Social Sciences
- Field
- Psychology
- Subfield
- Developmental and Educational Psychology
- Topic
- Educational Games and Gamification
- Open access
- Open Access
- Citation count
- 6
- Work ID
- W2516665557