| Description | Embodiment--the notion that cognition arises from both the mind and our bodies' physical/social interactions with the world--has become an important concept for designing physical interactions that enhance the efficacy of educational games. However, embodiment is a remarkably fuzzy term, with definitions that differ drastically depending upon the academic domain they originate from. As a result, there is limited existing work that aids in deciding which forms of embodiment and physical interactions might be most effective for learning specific concepts. In order to provide initial steps towards addressing this issue, I discuss different theoretical perspectives of embodiment, highlight how these diverse interpretations can greatly impact end design of educational games, and present the concept of embodied learning mechanics--i.e., the patterns of physical interactions that form the essential learning mechanics and activities repeated throughout a game--to guide the design of physical interactions in educational games. |
