Published July 3, 2020 | Version Published
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Technology enhanced Embodied Learning: Designing and Evaluating a New Classroom Experience

  • 1. Cyprus Interaction Lab, Department of Multimedia and Graphic Arts, Cyprus University of Technology, Cyprus
  • 2. Cyprus Interaction Lab, Department of Multimedia and Graphic Arts, Cyprus University of Technology, Cyprus and 2Research Centre on Interactive Media, Smart Systems and Emerging Technologies (RISE), Cyprus


The enactment of embodied learning in the authentic classroom introduces new challenges. The educational system has yet to develop a clear vision or learning design models that would guide the implementation of embodied learning using digital technologies and manipulatives. This study presents an example of a learning design for technology-enhanced embodied learning in an authentic classroom. Three forms of physical embodiment (direct, surrogate and augmented) are enacted using a model consisting of a single educator and rotating across learning stations. The case study takes place in a multidisciplinary lesson around historical information. In this lesson, Year 4 primary school students (i) take virtual tours among the ruins of Archaic kingdoms using mobile VR headsets, (ii) use programmable floor robots to learn about the various occupations people had back then and (iii) create storyboards based on historical information using web-based digital tools. The study evaluates the technology-enhanced embodied learning experience from the perspective of the learners. Data from 34 students demonstrate learning gains, as well as positive perceptions of the learning experience in terms of their relationship with their teammates, their sense of personal development, and the overall classroom orchestration. We conclude with lessons learnt, limitations and suggestions for future work. With this study, we aim to spark a dialogue on how technology-enhanced embodied learning can be successfully enacted in real-world classrooms, highlighting the need for more studies in the intersection of technology, design and pedagogy.


This work has been partly supported by the project that has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 739578 (RISE – Call: H2020-WIDESPREAD-01-2016-2017-TeamingPhase2) and the Republic of Cyprus through the Deputy Ministry of Research, Innovation and Digital Policy.



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RISE – Research Center on Interactive Media, Smart System and Emerging Technologies 739578
European Commission