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Teorimoduler - IDI

TDT14 - Designing for Embodied Learning

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Teachers: Gulia Cosentino (giulia.cosentino@ntnu.no), Sofia Tancredi (sofiatancredi@berkeley.edu), Michail Giannakos (michailg@ntnu.no) 

The course is taught in English. 

Format: 3 sessions (2 hours each).
More info about dates will follow.

Overview

This course introduces core embodiment theory relevant to the design of human computer interaction systems, including affordances, cognition as embodied, embedded, extended, and enacted, and the interrelation of perception and action.  The course  covers how embodiment can inform the design of novel, more inclusive technologies for supporting teaching and learning.

Learning Goals

  1. Students will be able to identify the ways embodied cognition theory informs human-computer interaction design, with a focus on design for learning, both when analyzing existing designs and designing novel learning contexts. 
  2. Students will be able to analyze the inclusivity of human-computer interaction designs, recognizing how diverse students’ participation and learning might be impacted by design choices. 
  3. Students will be able to build an embodiment-driven rationale for the design of an interactive technology for learning.

Syllabus 
 

Module

Topic

Key Ideas 

Readings 

1

Key Concepts from Embodiment

Affordances; 4E cognition (embodied, enacted, embedded, extended); the perception-action loop

Gibson (1979) p.1-10 (until “the Origin of the Concept of Affordances”)    

Varela, Thompson, & Rosch (1991) p.172-180 "Cognition as Embodied Action"

Clark & Chalmers (1998)   

 

Optional: Wilson & Galonka (2013)  

2

Embodied Design for Learning 

Embodied interaction;

attentional anchors; nonlinear pedagogy;  

direct embodied/ enacted/ manipulated/ surrogate/ augmented

Abrahamson & Sanchez-Garcia (2016) 

Dourish (2001) Chapter 1

Melcer & Isbister (2021)

 

Optional: Newell & Ranganathan (2010)

3

Inclusive Embodied Design 

SpEED; Media, modality, and mode; oculocentrism and modalism; Universal design for learning 

CAST (2024)

Tancredi, Chen, Krause, & Siu (2022)  

Abrahamson, Flood, Miele, & Siu (2019)

Yiannoutsou et al., 2021

 

Optional: The inclusive design guide (2024)

 

Assessment 

Students will prototype an interactive technology innovation informed by embodiment perspectives. They will build a proposal for the development and evaluation of an interactive digital technology. This technology may be used to learn something, or to gather data reflective of embodied learning. 

During class meetings, students will work towards this final product in the following ways: 

  • Session 1: start building theoretical framework;  
  • Session 2: ideate design ideas from an embodied design perspective (session 2);
  • Session 3: work on prototyping.  

Reports should be 6-10 pages double-spaced and contain the following elements: 

  • Rationale for the technology
  • Theoretical framework informing the design, including at least 2 papers from this course  
  • Summary of relevant prior work
  • Description of the proposed technology
  • Evaluation plan  
  • A low-resolution prototype of the design (Figma or physical demonstration) 
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