Construction and Implementation of Embodied Mixed-Reality Learning Environments

As the research paradigm of cognitive science changes from disembodied to embodied, people realize that the body and its interaction with the environment have an important effect on learning activities more and more intensely. Focus on obtaining physical experience, embodied learning encourages the participation of the body’s sensor-motor system and the multimodal interaction between the body and the environment, and it puts forward some new requirements for the design and construction of learning environments. At the same time, the development of artificial intelligence, mixed reality, human-computer interaction and other technologies in recent years has provided a good support for the construction and application of embodied learning environments, especially the functions of virtual-real fusion, natural interaction and dynamic generation of the mixed reality. For this reason, we proposed to design embedded mixed -reality learning environments (EMRLE) for supporting and promoting embodied activities by using these technologies and the embodied cognitive theory. Through combing the origin and background of EMRLE, on the one hand, we can analyze the construction goals, basic characteristics, construction models and realization methods of EMRLE from two dimensions of theory and technology; on the other hand, combined with the existing relevant research and application status in the world, the main forms of EMRLE in education and teaching practice and its teaching activity design cases can be summarized to further demonstrate and analyze the necessity, rationality and technical feasibility of EMRLE construction. For this reason, embodied learning activities designed on the basis of building EMRLE also provide new ideas for promoting the innovation of teaching and learning forms.