abstract

Bridging the Physical Divide: A Design Framework for Embodied Learning Games and Simulations

Authors:

Edward F. Melcer,

Katherine IsbisterAuthors Info & Claims

CHI EA '16: Proceedings of the 2016 CHI Conference Extended Abstracts on Human Factors in Computing Systems

Pages 2225 - 2233

https://doi.org/10.1145/2851581.2892455

Published: 07 May 2016 Publication History

Abstract

Existing embodied learning games and simulations utilize a large breadth of design approaches that often result in the creation of seemingly unrelated systems. This becomes problematic when trying to critically evaluate the usage and effectiveness of embodiment within embodied learning designs. 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 two examples of its use. Our embodied learning games and simulations framework will benefit HCI researchers by providing a unifying foundation for the description, categorization, and evaluation of embodied learning systems and designs.

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Index Terms

Bridging the Physical Divide: A Design Framework for Embodied Learning Games and Simulations
1. Human-centered computing

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cover image ACM Conferences

CHI EA '16: Proceedings of the 2016 CHI Conference Extended Abstracts on Human Factors in Computing Systems

May 2016

3954 pages

ISBN:9781450340823

DOI:10.1145/2851581

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Jofish Kaye
Yahoo
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University of Michigan
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Microsoft
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University of Iowa

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Published: 07 May 2016

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https://dl.acm.org/doi/10.1145/3665463.3678844
Chatain JGashaj VMuttappillil BSumner RKapur M(2024)Designing for Embodied Sense-making of Mathematics: Perspectives on Directed and Spontaneous Bodily ActionsProceedings of the 2024 ACM Designing Interactive Systems Conference10.1145/3643834.3661571(3318-3335)Online publication date: 1-Jul-2024
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