Towards Embodied Wearable Intelligent Tutoring Systems

Abstract

Embodied cognition posits that human-environment interaction positively impacts thinking and learning, making it a valuable pedagogical tool. Technology in teaching and learning has seen tremendous maturation, such as the development of Intelligent Tutoring Systems (ITS). However, most ITS provide static learning experiences that do not incorporate embodiment, movement, and interaction with the space around the learner. This paper examines the results of using an embodied tutoring system across three case studies with different dimensions of embodiment. In all cases, we found trends highlighting how embodied tutoring systems can support learning. We also discuss different ways to incorporate embodiment into future research on ITS.