Print Email Facebook Twitter An Embodied Cognition Approach To Collaborative Engineering Design Activities Title An Embodied Cognition Approach To Collaborative Engineering Design Activities Author van Helden, G. (TU Delft Space Systems Egineering) Zandbergen, B.T.C. (TU Delft Space Systems Egineering) Shvarts, A. Y. (Universiteit Utrecht) Specht, M.M. (TU Delft Web Information Systems) Gill, E.K.A. (TU Delft Space Systems Egineering) Contributor Reilly, Ger (editor) Murphy, Mike (editor) Nagy, Balazs Vince (editor) Jarvinen, Hannu-Matti (editor) Date 2023 Abstract Higher educational institutions have broadly adopted Collaborative Engineering Design (CED) activities to prepare students for complex problem-solving in multidisciplinary settings. These activities are non-linear and mediated by various social practices and tools. Therefore educators might struggle in facilitating the achievement of specific learning goals. Embodied cognition is an approach that explains non-linear behaviour through orgamism-environment interactions and might therefore provide educators with insights on how to prompt students towards desired actions in CED activities. According to embodied cognition, we learn through actions that emerge as a response to a problem (task) and environmental constraints. Educators can guide students’ behaviour by proposing tasks and adapting the environmental constraints of a learning situation, thus creating a field of promoted action. In this paper, we outline the progress of a design-based research in which insights from embodied cognition are implemented to promote desired student behaviour in CED activities. We report on the results of our problem-exploration phase. A systematic literature review and focus groups with students revealed that students are often hesitant to adopt new practices and tools that could potentially improve their collaborative design process. Next, we propose three theory-based design principles in which the task and environmental constraints are leveraged to foster the adoption of practices and tools and apply them to CED activities. Finally, we will share preliminary observations of the learning processes triggered by the designed activities and outline the directions for future research. To reference this document use: http://resolver.tudelft.nl/uuid:aca3a8e5-2d2a-408e-9556-2685806ca11c DOI https://doi.org/10.21427/NRTB-2S20 ISBN 9782873520267 Source Proceedings of the 51st Annual Conference of the European Society for Engineering Education (SEFI): Engineering Education for Sustainability, Proceedings Event 51st Annual Conference of the European Society for Engineering Education (SEFI), 2023-09-11 → 2023-09-14, Dublin, Ireland Series SEFI 2023 - 51st Annual Conference of the European Society for Engineering Education: Engineering Education for Sustainability, Proceedings Part of collection Institutional Repository Document type conference paper Rights © 2023 G. van Helden, B.T.C. Zandbergen, A. Y. Shvarts, M.M. Specht, E.K.A. Gill Files PDF An_Embodied_Cognition_App ... _Desig.pdf 724.77 KB Close viewer /islandora/object/uuid:aca3a8e5-2d2a-408e-9556-2685806ca11c/datastream/OBJ/view