Developing, Enacting and Evaluating a Learning Experience Design for Technology-Enhanced Embodied Learning in Math Classrooms

Abstract

The turn of the millennium has witnessed an increased interest in technology-enhanced embodied approaches for learning in mathematics due to the rapid advancement of motion-based technologies. However, the emergence of technology-enhanced embodied learning brings to the foreground new challenges due to the lack of learning experience (LX) designs, ensuring its successful introduction in real classroom settings. This paper presents a large-scale study on the implementation and systematic evaluation of a LX design, developed and enacted by a cohort of eight primary education teachers to support their students’ engagement and learning in mathematics. The LX design was structured around an embodied educational app for learning in mathematics and was implemented in 13 primary education classrooms (n = 213 children). Analysis of the data collected via pre-post conceptual tests, students’ engagement surveys and testimonials, as well as teachers’ interviews, provided empirical substantiation to the LX design, while also supporting the effectiveness of technology-enhanced embodied learning.