Design for Embodied Learning Experiences: Introducing a Process-oriented Design Framework
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Date
2024-08
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The Ohio State University. Department of Design
Abstract
Today, in the world of exhibition design, designers are challenged to employ technologies to enhance learning experiences by considering embodied learning possibilities, which emphasize learners' bodily and sensory engagement in their learning process. One prominent challenge lies in translating high-level pedagogical principles of embodied cognition into effective design practices that can be implemented in educational settings and can accommodate specific educational topics (Macrine & Fugate, 2022). To address this issue, this research explores and proposes a conceptual, process-oriented design framework to aid designers in creating embodied learning experiences to deliver on learning objectives that often originate from those outside of the design team (e.g., educator, exhibit curator).
This conceptual design framework draws insights from secondary research across education and design domains, incorporating design considerations from existing frameworks related to embodied learning (e.g., Horst, 2008; Black, et al., 2012; Antle & Wise, 2013; Melcer & Isbister, 2021; Tancredi, et al., 2022; Wiggins & McTighe, 2005) as well as the Double Diamond design process by the UK Design Council (Design Council, n.d.). This framework was further tested and refined by applying it to two design projects: “Sun & Earth” and “Dinosaur Explore”. This research-through-design approach (Frayling, 1993) helped the researcher to explore potential design challenges and map out the problem-solving process. Through these two design applications, the researcher describes how this design framework aids in the generation and specification of design ideas for embodied and interactive learning experiences. In addition to the framework, a set of design principles was generated, drawing from insights into embodied learning and reflections on the design process.
The final deliverable of this research is a website housing the Design for Embodied Learning Experiences (D4E) Framework along with the associated design principles, theoretical foundations, real world examples, and the researchers’ own design practices. By disseminating this website, the researcher aims to empower practitioners, such as designers and educators, to create effective and enriching informal learning environments that leverage the potential of digital technologies through an embodied learning approach.
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Keywords
design framework, embodied learning, educational technology, user experience design