Embodied Technologies: Integration and Orchestration in Authentic Classroom Contexts
Date Issued
June 2023
Author(s)
Advisor
Abstract
A new generation of technologies that harness the affordances of motion is gaining the
attention of the educational community due to evidence that they can enhance student
engagement and embodied learning. However, integrating these embodied learning
technologies in classroom contexts requires appropriate pedagogical strategies and
guidelines, which are not yet well-defined. This dissertation addresses this gap by
exploring the integration and orchestration of embodied learning technologies in
authentic classroom contexts. It documents orchestration strategies and guidelines for
successful integration, based on evidence drawn from four cycles of design-based
research (DBR). The first DBR cycle investigated the main challenges of introducing
technology-enhanced embodied learning in a classroom context and how the experience
was perceived by the learners. The second DBR cycle sought to understand what
pedagogical elements might be considered for establishing meaningful integration of
embodied learning technology around complete lessons. It also extended our
understanding of students’ perceptions of the learning experience in high-embodied vs
low-embodied technology-enhanced embodied learning conditions. In the third DBR
cycle, we applied initial principles for orchestrating technology-enhanced embodied
learning in the classroom. We designed a classroom experience for embodied learning in
learning stations with students rotating on a fixed schedule, using high-embodied
technologies along with more conventional paper-and-pencil tools. At the end of this
cycle, newly generated design principles for real-world classroom settings were
documented. In the fourth and last cycle of work, we aimed to replicate and confirm the
orchestration strategy derived from the previous cycle and we revisited learning aspects
in technology-enhanced embodied learning which were unclear in earlier cycles of the
work. The dissertation concludes with practical guidelines and implications for educators
and researchers who wish to incorporate embodied learning technologies in their curricula
toward an engaging learning experience in real-world classrooms.
attention of the educational community due to evidence that they can enhance student
engagement and embodied learning. However, integrating these embodied learning
technologies in classroom contexts requires appropriate pedagogical strategies and
guidelines, which are not yet well-defined. This dissertation addresses this gap by
exploring the integration and orchestration of embodied learning technologies in
authentic classroom contexts. It documents orchestration strategies and guidelines for
successful integration, based on evidence drawn from four cycles of design-based
research (DBR). The first DBR cycle investigated the main challenges of introducing
technology-enhanced embodied learning in a classroom context and how the experience
was perceived by the learners. The second DBR cycle sought to understand what
pedagogical elements might be considered for establishing meaningful integration of
embodied learning technology around complete lessons. It also extended our
understanding of students’ perceptions of the learning experience in high-embodied vs
low-embodied technology-enhanced embodied learning conditions. In the third DBR
cycle, we applied initial principles for orchestrating technology-enhanced embodied
learning in the classroom. We designed a classroom experience for embodied learning in
learning stations with students rotating on a fixed schedule, using high-embodied
technologies along with more conventional paper-and-pencil tools. At the end of this
cycle, newly generated design principles for real-world classroom settings were
documented. In the fourth and last cycle of work, we aimed to replicate and confirm the
orchestration strategy derived from the previous cycle and we revisited learning aspects
in technology-enhanced embodied learning which were unclear in earlier cycles of the
work. The dissertation concludes with practical guidelines and implications for educators
and researchers who wish to incorporate embodied learning technologies in their curricula
toward an engaging learning experience in real-world classrooms.
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PhD_2023_Marianna Ioannou.pdf
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