Objectives

With the advent of elearning3.0, it becomes even more relevant to reflect on the research carried out in different parts of the world and lessons we can learn from each other. Subsequently, this special issue is exploratory. With the aim of learning from the novel research of diverse interdisciplinary communities, this workshop is structured as a mini-conference. This special issue focuses on embodied cognition as reflected in low and high-fidelity interactions (augmented reality and mixed reality and other emergent forms of interaction), distributed and non-distributed shared spaces, various motivation theories and various media-model frameworks. Applications are to both formal and informal learning.

Our objectives are:

To identify whether and how embodied cognition and interdisciplinary synergies can help increase cognitive access, visual search and formulation of perspectives, experimentations through model building and encourage design and co-design/synthesis.
To elicit new insights and contribute to computer-supported collaborative learning/knowledge sharing and knowledge building and creativity.

Topics we are interested in for embodied cognition and effective learning are:

The theory, methods, supports and assessment used to enrich embodied cognition and effective learning
Critical success factors and barriers for different age groups and abilities
Lessons learned from recent research and theory building.

By enriching theoretical models, we hope to find multiple media, methodologies and technologies to suit different age groups, abilities and subsequently, adaptable ways to scaffold/afford deeper learning. Such findings will be especially helpful to developing countries. We still stand on the shoulders of giants before us and hope to contribute to the field through this small initiative.