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AndriCIL IoannouCIL <[log in to unmask]>
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AndriCIL IoannouCIL <[log in to unmask]>
Mon, 9 Mar 2020 11:35:02 +0200
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*Call for papers for a special issue on **“Learning Experience Design:
Embodiment, Gesture, and Interactivity in XR”*


The concepts of embodiment and embodied learning are gaining traction in
the field of education, these concepts are deeply rooted in theories of
Embodied Cognition (Barsalou, 2008; Wilson, 2002).  New educational
technologies enable researchers and practitioners to include more gestures
and body movements into learning designs, creating immersive and
gesture-rich learning environments (Georgiou & Ioannou, 2019; Dede, 2009;
Johnson-Glenberg, 2018; Lindgren & Johnson-Glenberg, 2013; Lindgren,
Tscholl, Wang, & Johnson, 2016; Minocha, Tudor & Tilling, 2017). Such
embodied environments should enable multi-modal and multi-sensory forms of
interaction through gestures and bodily movement, tactile and auditory
sensory experiences. While the interplay of new forms of technology and
learning is complex, recent evidence suggests that learning experience
design, pedagogy, and practice with embodied learning technologies can have
an important effect on learning, engagement, and achievement in all
educational settings -- formal, non-formal and informal. This special issue
aims to synthesize current knowledge on the design and evaluation of
learning in immersive and embodied environments. The aim is to provide
insights on best practices for learning design based on systematic or
empirical data and analysis on learning outcomes or processes.

The specific scope is to publish research that addresses learning in
immersive and embodied environments. The focus is not the technology per
se, but rather issues related to learning design, the process continuum of
learning, teaching, and assessment and how they are affected or enhanced
using technologies, including gaming environments, escape rooms, VR and AR
environments etc.  We are not seeking theory papers or meta-analyses, but
rather, evidence-based and impactful educational applications and research,
meshing pedagogy and practice in these environments. The technology under
consideration is augmented, virtual, or mixed reality (now called XR), and
will include relevant work on haptics i.e., gloves, hacked controllers, or
other tactile simulators, if they are used to further learning.

The special issue will be primarily focused on research studies that use
the principles of embodied cognition meshed with XR to engage learners and
promote learning outcomes in formal and informal environments. This special
issue will compile contemporary and multidisciplinary research in this
burgeoning area, with the goal of encouraging other investigators to
contribute to the growing empirical literature on learning experience
design, pedagogy and practice with embodied and immersive learning

Topics of interests for this special issue include, but are not limited to
the following:

   1. Design/Co-design in XR
   2. XR game design
   3. XR simulations and serious games
   4. Assessment in XR
   5. XR STEM education
   6. XR science learning
   7. XR training/learning environments
   8. Embodiment in XR
   9. Immersive learning design
   10. Game-based learning in XR
   11. XR learning applications in formal, non-formal and informal settings
   12. Interaction techniques in XR
   13. User experience in XR
   14. Pedagogical models and XR
   15. Teacher education for XR

*Important dates*

Mini-prospectus due:               April 15, 2020

Manuscript submission due:    June 15, 2020

Revision due:                          November 15, 2020

Acceptance notification:         February 15, 2021

Publication issue:                     Volume 24, Issue 2, 2021

*Paper submission*

Authors are kindly requested to read the (1) Aims and Scope of ET&S:
<> and (2) Author Guidelines:
<> before
preparing their research papers for the special issue*.*

Please submit the following Microsoft Word files to the corresponding guest
editor –

Kaushal Kumar Bhagat via email:kkntnu@ <[log in to unmask]>hotmail
<[log in to unmask]>.com <[log in to unmask]>

1. Your manuscript named with “XR-Learning” followed by the paper title
(e.g., XR-Learning-paper title). Please remove the names and affiliations
portion for the review process and only add them back into the manuscript
after your manuscript is accepted for publication.

2. A separate title page named with “Title Page-Name of the corresponding
author.” (e.g., Title Page- Andri Ioannou). The title page should include
the following information:

(1) Name(s) and title(s) of the Author(s)

(2) Name of the corresponding author

(3) Job title(s)

(4) Organization(s)

(5) Full contact details of ALL authors including email address and postal

*Guest editors:*

*Andri Ioannou*

Cyprus University of Technology, Research Center on Interactive Media,
Smart Systems and Emerging Technologies

*Kaushal Kumar Bhagat*

Centre for Educational Technology, Indian Institute of Technology, Kharagpur

*Mina Johnson-Glenberg*

Arizona State University, Embodied Games


Barsalou, L. W. (2008). Grounded cognition. *Annu. Rev. Psychol*., 59,

Georgiou, Y., & Ioannou, A. (2019). *Embodied learning in a digital world:
a systematic review of empirical research in K-12 education.* In Paloma
Díaz, Andri Ioannou, Kaushal Kumar Bhagat, Mike Spector (eds), Learning in
a digital world: A multidisciplinary perspective on interactive
technologies for formal and informal education (pp. 155-177). Springer
series: Smart Computing and Intelligence. Springer, Singapore.

Dede, C. (2009). Immersive interfaces for engagement and learning. *Science*
, *323*(5910), 66-69.

Johnson-Glenberg, M. C. (2018). Immersive VR and education: Embodied design
principles that include gesture and hand controls. *Frontiers in Robotics
and AI*, *5*, 81.

Lindgren, R., & Johnson-Glenberg, M. (2013). Emboldened by embodiment: Six
precepts for research on embodied learning and mixed reality. *Educational
Researcher*, *42*(8), 445-452.

Lindgren, R., Tscholl, M., Wang, S., & Johnson, E. (2016). Enhancing
learning and engagement through embodied interaction within a mixed reality
simulation. *Computers & Education*, *95*, 174-187.

Minocha S, Tudor AD, Tilling S (2017). Affordances of mobile virtual
reality and their role in learning and teaching. In: The 31st British human
computer interaction conference, 3–6 July 2017. University of Sunderland’s
St. Peter’s Campus, UK, pp 1–10

Wilson, M. (2002). Six views of embodied cognition. *Psychonomic Bulletin &
Review*, *9*(4), 625-636.

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