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● How can an embodiment framework can be used to analyze and/or design educational approaches based on suitable representations ( e.g., through the number line) or on manipulatives and modern technological devices (touch screens)?
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As theories of embodiment are translated into accounts of learning, an open question remains about the mechanism by which new knowledge – especially abstract knowledge – can be accounted for within an embodied framework and how neurally abstracted sensory impressions are implicated in broader cognitive representation.
Its embodiment, the Knowledge Encapsulation Framework (KEF), offers a suite of semi-automated and configurable content harvesting, vetting, annotation and analysis capabilities within a wiki-enabled and user-friendly visual interface that supports collaborative work across distributed teams of analysts.
Vigliocco et al. [ 23] and Kousta et al. [ 4] have proposed an extended theory of embodiment and applied a framework which includes abstract words and meaning.
However, the field has yet to agree on a conceptually coherent and empirically validated design framework, inspired by embodiment perspectives, for developing these instructional resources.
I found Fishkin's conceptualization and analysis of TUIs along the two dimensions of embodiment and metaphor to be useful frameworks to think about various TUI.
Due to its modular and energy-based feature, the proposed framework offers a general platform allowing embodiment of other control or energy harvesting elements into the model to guide ABH structural design for various applications.
Fishkin's taxonomy is also helpful in understanding the UIs because it attempts to create a framework in order to discuss different types of embodiment.
Within the construct of embodiment, some lessons will be more embodied: how does learning compare in the passive (low) embodiment condition versus the active (high) embodiment condition.
Clark here provided an integrative framework for a wide-range of emerging work on embodiment in the cognitive sciences.
The Embedded Phenomena framework is one such approach that attempts to combine embodiment and grounded experience to support learning in science (Moher, 2006).
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