The four articles in this special issue of the International Journal of Child-Computer Interaction provide "proof-of concept studies" (Abrahamson, Worsley, Pardos, & Ou, 2021) for the development of a new discipline of LA-ED, that is, combining Embodied Design with Learning Analytics. Embodied design uses principles and insights from embodied cognition to iteratively design and test educational interventions. Learning Analytics uses advanced techniques in data analysis "for the purposes of understanding and optimizing learning and the environments in which it occurs" (Siemens, 2013 as quoted in Abrahamson et al., 2021). In this commentary, I address two questions. The first is why anyone should believe that LA-ED is a good idea. The second is how to move LA-ED past proof-of-concept studies.
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