Abstract:

The rapid development of educational technologies has enabled embodied learning practices in education (Nguyen & Larson, 2015). In addition, innovative embodied learning applications create new educational possibilities as they are grounded in immersive interfaces and leverage the power of natural interfaces and motion-based technologies (Georgiou & Ioannou, 2019). However, several factors have contributed to the reluctance to adopt educational innovations. Therefore, education institutions and administration need to consider and address teachers' concerns for the successful adoption of technology-enhanced embodied learning aids to enhance education (Georgiou & Ioannou, 2019). Slow adoption of technological innovations in education settings and careful design for pedagogy and technology integration are not new issues (Georgiou & Ioannou, 2019). The factors that inhibit technology adoption processes include lack of infrastructure and professional development, lack of motivation, and lack of disciplinary teams such as instructional designers and educational technologies. In addition, one of the prevalent issues in teacher education is the overemphasis on technical rational views of learning to teach, which, in contrast to embodied pedagogy, tends to separate body, mind, and emotions (McDonough et al., 2016). Thus, teachers have no familiarization with the notion of embodied learning, a pedagogy that invites the mind and body into knowledge construction (Georgiou & Ioannou, 2019).This research study aims to identify the impact of embodied learning in students’ learning. The research will also evaluate the instructors' attitudes towards the use of embodied learning and their knowledge of embodied learning.

References:
[1] Georgiou, Y., & Ioannou, A. (2019, September). Investigating in-service teachers’ concerns about adopting technology-enhanced embodied learning. In European Conference on Technology Enhanced Learning (pp. 595-599). Springer, Cham.
[2] McDonough, S., Forgasz, R., Berry, A., & Taylor, M. (2016). All brain and still nobody: Moving towards a pedagogy of embodiment in teacher education. Enacting self-study as methodology for professional inquiry, 433
[3] Nguyen, D. J., & Larson, J. B. (2015). Don’t forget about the body: Exploring the curricular possibilities of embodied pedagogy. Innovative Higher Education, 40(4), 331-344. https://doi.org/10.1007/s10755-015-9319-6

Keywords:

Embodied Learning, Learning, Teaching, Teacher, Learner.