In the contemporary postdigital context (Jandrić et al., 2018), enactive and embodied approaches identify immersive educational technologies as a fertile area of application. Several authors (cf. Gonçalves et al., 2024) have taken up and further developed Francisco Varela’s insights (1999), identifying immersive settings as spaces for designing and observing educational experiences grounded in enactive and embodied principles. At the same time, theoretical frameworks such as Embodied Immersion (Xu, Kang, & Yan, 2022) offer conceptual tools to deepen the interpretation and design of technology mediated immersive learning experiences, reframing them as technology-enabled embodied learning environments (TEELEs). The present study develops an ongoing literature review aimed at identifying and critically examining research that draws on enactive principles to design, observe, and assess learning experiences in immersive, technology-enabled settings. The review is being conducted using major education databases (ERIC, Scopus, Web of Science, JSTOR, PsycINFO, Education Research Complete, Education Database, and SciELO), as well as search engines providing access to grey literature (e.g., Google Scholar). The work focuses on two main aspects: the educational purposes and pedagogical objectives informing the design of immersive enactive experiences across different educational domains (e.g., outdoor education, biodiversity education, special education, STEM education); and the pragmatic effects reported in the literature. The contribution will outline the theoretical framework guiding the review and the methodological criteria adopted for materials selection and analysis; a pedagogical reflection on educational implications and patterns emerging at the intersection between the enactive approach and immersive technologies will be sketched out as tentative result useful for driving the next steps of this exploration.
Di Gallo, A. (2026). Enacting Learning in Mixed Reality: Educational Purposes and Pragmatic Effects. Pedagogical Insights from a Literature Review.. In The Second International Conference on Embodied Education Danish School of Education, Aarhus University June 8–11, 2026 · Campus Copenhagen Book of Abstracts (pp.92-93).
Enacting Learning in Mixed Reality: Educational Purposes and Pragmatic Effects. Pedagogical Insights from a Literature Review.
Di Gallo, A
Primo
2026
Abstract
In the contemporary postdigital context (Jandrić et al., 2018), enactive and embodied approaches identify immersive educational technologies as a fertile area of application. Several authors (cf. Gonçalves et al., 2024) have taken up and further developed Francisco Varela’s insights (1999), identifying immersive settings as spaces for designing and observing educational experiences grounded in enactive and embodied principles. At the same time, theoretical frameworks such as Embodied Immersion (Xu, Kang, & Yan, 2022) offer conceptual tools to deepen the interpretation and design of technology mediated immersive learning experiences, reframing them as technology-enabled embodied learning environments (TEELEs). The present study develops an ongoing literature review aimed at identifying and critically examining research that draws on enactive principles to design, observe, and assess learning experiences in immersive, technology-enabled settings. The review is being conducted using major education databases (ERIC, Scopus, Web of Science, JSTOR, PsycINFO, Education Research Complete, Education Database, and SciELO), as well as search engines providing access to grey literature (e.g., Google Scholar). The work focuses on two main aspects: the educational purposes and pedagogical objectives informing the design of immersive enactive experiences across different educational domains (e.g., outdoor education, biodiversity education, special education, STEM education); and the pragmatic effects reported in the literature. The contribution will outline the theoretical framework guiding the review and the methodological criteria adopted for materials selection and analysis; a pedagogical reflection on educational implications and patterns emerging at the intersection between the enactive approach and immersive technologies will be sketched out as tentative result useful for driving the next steps of this exploration.
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