Embodiment: Research on Extended and Experiential Learning in STEM (E-REELS network)
Short description
E-REELS is an international research network exploring how digital technologies can support deeper and more inclusive learning in science, technology, engineering, and mathematics (STEM). The project brings together researchers from Sweden, the United States, and Italy to study how learning is shaped not only by the mind, but also by the body, movement, and sensory experience. As digital tools such as virtual laboratories, simulations, and AI-based systems become more common in education, E-REELS examines how these tools can enhance (or sometimes limit) meaningful learning. The network aims to develop research-based frameworks that help educators and policymakers design digital STEM environments that are engaging, accessible, and supportive of diverse learners, including neurodiverse students.
Background
Digital technologies are increasingly used in STEM education, yet many digital learning environments are designed around abstract representations and screen-based interaction.
Research in embodied cognition shows that learning is shaped by bodily movement, sensory experience, and interaction with material and digital environments. This development raises critical questions about how digitalisation can support (or constrain) meaningful learning in STEM, particularly for diverse learners.
The E-REELS network builds on advances in embodied, extended, embedded, and enactive cognition (4E cognition) to examine how digital tools such as virtual laboratories, simulations, gesture-based interfaces, and AI-supported systems influence learning processes in STEM education.
Purpose
The purpose of E-REELS is to develop a research-based understanding of how embodied and multisensory learning can be meaningfully integrated into digital STEM education. The network brings together researchers from Sweden, the United States, and Italy to critically examine the design, use, and consequences of digital learning environments from an embodied learning perspective.
Goals
The project aims to:
• strengthen international research collaboration on embodied and digital STEM learning
• develop conceptual frameworks for analysing embodied learning in digital environments
• examine opportunities and limitations of technologies such as VR, AR, simulations, and AI in STEM education
• support inclusive STEM learning by addressing the needs of diverse and neurodiverse learners
• prepare joint research proposals, publications, and policy-relevant outputs
Activities and Collaboration
E-REELS is implemented through joint workshops, seminars, research exchanges, and collaborative writing. The network connects expertise in embodied cognition, digital learning environments, inclusive education, and STEM didactics, and supports early-career researchers through mobility and mentoring activities.
Organisation and Collaboration
The network is co-led by Konstantin Kougioumtzis (project leader) and Elizabeth de Freitas (international project leader), ensuring alignment between educational policy perspectives and research on innovative STEM pedagogy.
Research Integration and Theoretical Development: Theoretical and methodological development in embodied cognition, multimodal learning, and virtual simulations is coordinated by Elizabeth de Freitas and Charlott Sellberg.
Inclusion and Diversity in STEM Learning: Work on inclusion and accessibility in digital STEM education is led by Rachel Lambert and Francesca Ferrara, with a focus on supporting diverse and underrepresented learners.
Collaborative Working Groups: The network operates through thematic working groups focused on embodied and digital STEM learning and teacher education. A dedicated group, led by Francesca Ferrara, supports the development of joint applications for external research funding.
Expected Outcomes and Results
The project will result in joint scientific publications, international conference contributions, and externally funded research proposals. In the longer term, E-REELS aims to inform the design of digital STEM learning environments that promote active engagement, deeper conceptual understanding, and inclusive educational practices. The network also seeks to contribute to educational policy discussions on digitalisation and STEM education.
Members
- Konstantin Kougioumtzis, University of Gothenburg, Sweden (project leader)
- Elizabeth de Freitas, Adelphi University, USA (international project leader)
- Charlott Sellberg, University of Gothenburg, Sweden (participant)
- Rachel Lambert, University of California, USA (participant)
- Francesca Ferrara, Università di Torino, Italy (participant)