Experience As An Object To Think With: From Sensing-In-Action To Making-Sense Of Action In Full-Body Interaction Learning Environments

We present a qualitative, idiographic study aimed at exploring how children create bridges between embodied experience and meaning construction while interacting with a Full-Body Interaction Learning Environment. Starting from the analysis of four case studies, we illustrate different possible paths through which children can transform embodied experience into an 'object-to-think-with' and delineate the different resources for meaning making that they employed. These outcomes contribute to expand the current understanding around embodied learning with interactive technologies, as well as suggest a set of qualities to think about interaction design and future research.