A co-design approach for the development and classroom integration of embodied learning apps

Abstract

The development of embodied learning apps has gained traction in the recent years. However, current design approaches present two main limitations: (a) the inadequate involvement of teachers in the design process, and (b) the development of embodied apps, neglecting the context-specific requirements. It is, therefore, no surprising that teachers are often reluctant to integrate such innovations in their classrooms. In this paper we present a co-design approach to address these limitations, thus contributing to the smoother introduction of embodied apps in mainstream education. The suggested design approach was applied for the co-design of the “Young cardiologists” embodied app, including three sequential stages: Teachers as (a) “Users”, (b) “Content experts”, and (c) “Technology integrators”. The co-design approach ensured the active involvement of primary school teachers and guided the development of the app in alignment with the teachers’ educational curriculum. The evaluation of the co-designed app reported learning gains in children’s conceptual understanding.