Embodied Games Lab (Johnson-Glenberg) - Cognitive Science Affiliate

Embodied Games Lab (Johnson-Glenberg) - Cognitive Science Affiliate
Keywords
Games for learning and health, STEM education, cognitive change, Virtual Reality (VR) therapies during hospital stays, Nutrition science, Efficacy related to XR experiences
Lab Area
Cognitive Science
Lab Director
Mina Johnson-Glenberg, PhD
Actively Recruiting Undergraduate Researchers
Yes
Actively Recruiting Graduate Students
Maybe

Embodied Games Lab (Johnson-Glenberg)

At the Embodied Games for Learning lab, we use the latest in sensor technologies, including augmented (AR) and virtual realities (VR), to affect cognitive and behavioral change.

We have created several award-winning games and simulations.

We are always looking for motivated undergraduates and graduates to join the lab.

As a team, we both design and assess educational content in various environments including: laboratories, formal settings (e.g., high schools), and informal institutions (e.g., museums).

Current projects include:

The Director, Dr. Johnson-Glenberg, has a history of entrepreneurship and she mentors students who have an interest in technology transfer. Her ASU spinout company website is www.embodied-games.com.

The lab’s latest publication on how to use embodied gesture and hand controls in immersive VR can be found here: Immersive VR and Education: Embodied Design Principles That Include Gesture and Hand Controls  –  Frontiers in Robotics and AI

https://www.frontiersin.org/articles/10.3389/frobt.2018.00081/full

Please consider joining the lab for credit as PSY399 92294 or 499-92297.

Mina Johnson-Glenberg works in two arenas: academia and industry. After graduating with a doctorate in cognitive psychology, she went on to work as a research scientist at the University of Wisconsin-Madison. She moved to Arizona State University in 2009. She has been the principal investigator, or co-PI, on various private and public grants, including National Institutes of Health, National Science Foundation and the Gates Foundation. She was also an associate professor at Radboud University in Nijmegen, Netherlands from 2016-2017. Her current research focuses on STEM education, using games and mixed or virtual realities and XR.

Dr. Johnson-Glenberg is an entrepreneur who has started three companies. The first, called the NeuronFarm, was funded with multiple Small Business Innovative Research (SBIR) grants. Its flagship product was one of the first text comprehension training apps on the market using deep learning and AI for feedback. She then co-founded an ASU startup called SMALLab. Her current company, Embodied Games LLC, creates STEM content for lifelong learners using state-of-the-art augmented and virtual realities meshed with motion capture.

She also hosts the Future of Education in Virtual and Augmented Reality Meet-up at ASU. If you would like to participate click this link.

Current Undergraduates

Seated in back left to right.

Don Balanzat, Richardo Nieland, Andrew Carnes, Mina Johnson-Glenberg, Joey Mamola,

Standing in front - Xavier Apostal, Vanessa Ly, Man Su, Elena Kalina, Hannah Bartolomea (missing - Jude Rayan).

Johnson-Glenberg, M. C. (In press).  Evaluating Embodied Immersive STEM VR: Quality of Education in Virtual Reality Rubric (QUIVRR).  To appear in, S. L. Macrine and J. Fugate (Eds.) Movement Matters: How Embodied Cognition Informs Teaching and Learning.  Cambridge, MA: The MIT Press. 

Johnson-Glenberg, M. C., Kosa, M., Balanzat, D., Nieland, R., Apostol, X., Rayan, J. A., Taylor, H., Bartolomea, H., & Kapadia, A. (in press) COVIDCampus Game: Making Safer Choices. Proceedings of the International Conference on Immersive Learning Network 2021 (ILRN).

Johnson-Glenberg, M. C., Bartolomea, H., & Kalina, E. (2021). Platform is not destiny: Embodied learning effects comparing 2D desktop to 3D virtual reality STEM experiences. Journal of Computer Assisted Learning. https://onlinelibrary.wiley.com/doi/10.1111/jcal.12567

DiBenigno, M., Kosa, M., & Johnson-Glenberg, M. C. (2021). Flow Immersive: A Multiuser, Multidimensional, Multiplatform Interactive Covid-19 Data Visualization Tool. Frontiers in Psychology, 12. https://www.frontiersin.org/articles/10.3389/fpsyg.2021.661613/full
 
Johnson-Glenberg, M. C., Jehn, M., Cheung, R., Nieland Zavala, R., Apostal, X., Rayan, J., & Bartolomea, H. (2021) Genesis of the Interactive CovidClassroom Simulation. Frontiers in Communication. https://www.frontiersin.org/articles/10.3389/fcomm.2021.657756/full
 
Ioannou, A. Bhagat, K. K., Johnson-Glenberg, M. C. (2021). Learning Experience Design: Embodiment, Gesture, and Interactivity in XR: Editorial. Educational Technology & Society.
 
Huang, W., Roscoe, R., Johnson-Glenberg, M. C., & Craig, S, (2020). Motivation, engagement, and performance across multiple virtual reality sessions and levels of immersion. Journal of Computer Assisted Learning, 37, 3 745-758. https://doi.org/10.1111/jcal.12520

Johnson-Glenberg, M.C., Su, M., Bartolomeo, H., Ly, V., Nieland Zavala, R., Kalina E. (2020). Embodied Agentic STEM Education: Effects of 3D VR Compared to 2D PC. Immersive Learning Research Network. Proceedings of 6th International Conference, iLRN 2020, Online, June 21-25, 2020. Immersive Learning Research Network. ISBN 978-1-7348995-0-4.

Ioannou, M., Georgiou, Y., Ioannou, A., & Johnson-Glenberg, M. C. (2019). On the understanding of students’ learning and perceptions of technology integration in low- and high-embodied group learning. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., and Baker, M. (Eds.).  A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL), V. 2. Lyon, France: International Society of the Learning Sciences.
 
Johnson-Glenberg, M. C. (2019).  The Necessary Nine: Design Principles for Embodied VR and Active STEM Education (pp. 83-112). In P. Diaz, A. Ioannou, K.K. Bhagat, & J.M. Spector (Eds.), Learning in a Digital World: Perspective on Interactive Technologies for Formal and Informal Education. Singapore, Springer. https://link.springer.com/chapter/10.1007/978-981-13-8265-9_5
 
Johnson-Glenberg, M. C. (2018).  Immersive VR and education: Embodied design principles that include gesture and hand controls.  Frontiers in Robotics and AI, 5, 81. Open source https://doi.org/10.3389/frobt.2018.00081

M.C. Johnson-Glenberg, (2018).  Immersive VR and education: Embodied design principles that include gesture and hand controls.  Frontiers in Robotics and AI, 5, 81. Open source https://doi.org/10.3389/frobt.2018.00081

Poppelaars, A., Scholten, H., Granic, I, Veling, H.,  Johnson-Glenberg, M.C., &  Luijten, M.  (2018). When winning is losing: A randomized controlled trial testing a video game to train food-specific inhibitory control. Appetite, 129, 143-154. https://doi.org/10.1016/j.appet.2018.06.039. (http://www.sciencedirect.com/science/article/pii/S0195666317317592)

Hermans, R.C. J, van den Broek, N., Nederkoorn, C., Otten, R., Ruiter, E.L.M., & Johnson-Glenberg, M. C. (2018). Feed the Alien! The effects of a nutrition instruction game on children’s nutritional knowledge and food intake. Games for Health Journal, 7, 3, 164-174. 

Johnson-Glenberg, M. C. (2017). Embodied education in mixed and mediated realities: Principles for content design. Chapter in D. Liu, C. Dede, and R. Richards (Eds.), Virtual, Augmented, and Mixed Realities in Education. Series: New Frontiers of Educational Research, Springer, Verlag. ISBN 978-981-10-5490-7.

Johnson-Glenberg, M. C., & Megowan-Romanowicz, C. (2017). Embodied science and mixed reality: How gesture and motion capture affect physics education. Cognitive Research: Practices and Implications. 2, 24. 10.1186/s41235-017-0060-9. https://cognitiveresearchjournal.springeropen.com/articles/10.1186/s41235-017-0060-9

Badilla, M.G., Johnson-Glenberg, M. C., Galindo, J., Revuelta, F., & Pedrera, I. (2017, June).  Promoting nutrition with videogames as a support of science education curriculum. International Workshop on Gamification and Games for Learning. Gamilearn 2017, Tenerife, Spain.

Johnson-Glenberg, M. C. Birchfield, D., Megowan-Romanowicz, C. & Savio-Ramos, C. (2016). Effects of embodied learning and digital platform on the retention of physics content: Centripetal force. Frontiers in Psychologyhttp://dx.doi.org/10.3389/fpsyg.2016.01819  OpenSource.

Johnson-Glenberg, M. C., Birchfield, D., Megowan-Romanowicz, C., & Snow, E. L. (2015).  If the gear fits, spin it! Embodied education and in-game assessments. International Journal of Gaming and Computer-based Simulations. 7, 4.

Johnson-Glenberg, M.C., Savio-Ramos, C., & Henry, H. (2014).  “Alien Health”: A Nutrition Instruction Exergame using the Kinect Sensor. Games for Health Journal. Open Access. http://online.liebertpub.com/doi/pdfplus/10.1089/g4h.2013.0094

Johnson-Glenberg, M. C., Savio-Ramos, C.,  Perkins, K.K., Moore, E.B., Robb Lindgren, R., Clark, D., Brady, C., Sengupta, P., Martinez-Garza, M., Killingsworth, S., Adams, D.,  Gaydos, M., Barany, A., & Squire, K. (2014).   Science Sims and Games: Best Design Practices and Fave Flops.  Proceedings from the International Conference of the Learning Sciences (ICLS): Learning and becoming in practice, Boulder, CO. 3, 1201-1202. June 2014.

Johnson-Glenberg, M. C. (2014).  Embodied Cognition for Education. In Denis, P. (Ed.) Encyclopedia of Educational Theory and Philosophy. Sage Publications.

Johnson-Glenberg, M. C., Birchfield, D. A., Tolentino, L., & Koziupa, T. (2013).Collaborative Embodied Learning in Mixed Reality Motion-Capture Environments: Two Science Studies. Journal of Educational Psychology. 106, 1, 86-104. doi: 10.1037/a0034008

Lindgren, R. & Johnson-Glenberg, M. C. (2013).  Emboldened by Embodiment: Six Precepts regarding the Future of  Embodied Learning and Mixed Reality Technologies. Educational Researcher. 42, 8, 445- 452.  doi: 10.3102/0013189X13511661

Johnson-Glenberg. M. C., &  Hekler, E. (2013). Alien health game: An embodied, exergame to instruct in nutrition and MyPlateGames for Health Journal: Research, Development, and Clinical Applications, 2, 6,  354-361. http://online.liebertpub.com/doi/full/10.1089/g4h.2013.0057.  doi: 10.1089/g4h.2013.0057.

Johnson-Glenberg, M. C., & the EGL Lab Group. (2013). Using motion sensing for learning: A serious nutrition game.  In  R. Shumaker (Ed.): Human Computers and Interactions International  VAMR/HCII 2013, Part II, LNCS 8022, 380–389. Springer-Verlag Berlin Heidelberg.

Johnson-Glenberg, M.C. (2012).  What is Learning in a Mixed Reality Environment and What Does an “Embodied Lesson” mean. November, 2012.  ARIELSig, Special Augmented Reality Group at AERA. Supernews.

Cohen, T., Portiz, P., Kahol, K., MacKenzie, J. Olson, C., Johnson-Glenberg, M., & Patel, V. (2012). Avatar–Based Simulation in the Evaluation of Diagnosis & Management of Mental Health. Disorders in Primary Care. Journal of Biomedical Informatics. doi: 10.1016/j.jbi.2012.07.009

Abrahamson, D., Black, J. B., DeLiema, D. J., Enyedy, N., Hoyer, D., Fadjo, C. L., Gutiérrez, J. F., Martin, H. T., Petrick, C. J., Steen, F. F., Trninic, D. Johnson-Glenberg, M. C.  (2012). In D. Abrahamson (Chair & Organizer). You’re it! Body, action, and object in STEM learning. Proceedings of the International Conference of the Learning Sciences: Future of Learning (ICLS) (Vol. 1, pp. 283-290). Sydney: University of Sydney / ISLS.

Johnson-Glenberg, M. C., Birchfield, D., Koziupa, T., Savio-Ramos, C. & Cruse , J. (July, 2012). Seeing It versus Doing It: Lessons from Mixed Reality STEM Education. Proceedings of the International Conference for the Learning Sciences (ICLS), 2, Sydney, Australia.

Johnson Glenberg, M.,C. & Cruse, J. (June, 2012). Serious Games in Technology-enabled Embodied Learning Environments: Two Games for Health with the Kinect. Proceedings from Games Learning and Society (GLS). Madison, WI.

Johnson-Glenberg, M. C. & the EGL Group (Embodied Games for Learning).  (April, 2012). Learning in the K-12 Classroom: a Taxonomy. Symposium and Proceedings from the Annual Conference of the American Education Research Association (AERA), Vancouver, British Columbia.

Johnson-Glenberg, M. C., Koziupa, T., Birchfield, D. & Li, K., (2011). Games for Learning in Embodied Mixed-Reality Environments: Principles and Results. Proceedings for Games, Learning, and Society Conference, Madison, WI.

Johnson-Glenberg, M. C., Birchfield, D., Savvides, P., & Megowan-Romanowicz, C. (2011). Semi-virtual Embodied Learning – Real World STEM Assessment. In L. Annetta & S. Bronack (eds.) Serious Educational Game Assessment: Practical Methods and Models for Educational Games, Simulations and Virtual Worlds.  pp. 241-258. Rotterdam: Sense Publications. 

Birchfield, D., & Johnson-Glenberg,  M. C. (2010). A next gen Interface for embodied learning: SMALLab and the geological layer cakeInternational Journal of Gaming and Computer-mediated Simulation, 2, 1, 49-58.

Johnson-Glenberg, M. C.  (2010). Embedded Formative e-Assessment: Who Benefits, Who Falters? Educational Media International, 47, 2, 153-171.

Birchfield, D., Campana, E., Hatton, S., Johnson-Glenberg, M., Kelliher, A., Olson, L., Martinez, C.  Savvides, P. & Tolentino, L. (2009).  Embodied and mediated learning in SMALLab: A student-centered mixed-reality environmentACM SIGGRAPH Emerging Technologies, SIGGRAPH.

Johnson-Glenberg, M. C., Birchfield, D., & Uysal, S. (2009). SMALLab: Virtual Geology Studies using Embodied Learning with Motion, Sound, and Graphics.  Educational Media International, 46, 4, 267-280 

Johnson-Glenberg, M. C., Birchfield, D., Megowan-Romanowicz, C., Tolentino, L., &  Martinez, C. (2009).  Embodied Games, Next Gen Interfaces, and Assessment of High School Physics.   International Journal of Learning and Media,1, 2. Access at http://ijlm.net/node/12813

Tolentino, L., Birchfield, D., Megowan-Romanowicz, C., Johnson-Glenberg, M. C., Kelliher, A., & Martinez, C. (2009). Teaching and learning in the mixed-reality science classroom. Journal of Science Education and Technology. 18, 6, 501-517. doi: 10.1007/s10956-009-9166

Buckley, S., & Johnson-Glenberg, M. C. (2008). Increasing literacy learning for individuals with Down syndrome and fragile X syndrome. In S.F. Warren & M.E. Fey (Series Eds.) & J.E. Roberts, R.S. Chapman, & S.F. Warren (Vol. Eds.), Communication and language intervention series: Speech and language development and intervention in Down syndrome and fragile X syndrome (pp. 233-254). Baltimore: Paul H. Brookes Publishing Co.

Johnson-Glenberg, M. C. (2007b). Web-based Reading Comprehension Instruction: Three studies of 3D-Readers. In D. McNamara (ed.) Reading Comprehension Strategies: Theory, Interventions, and Technologies.  Mahwah, New Jersey: Lawrence Erlbaum Publishers.

Johnson-Glenberg, M. C. (2005).  Web-based training of metacognitive strategies for text comprehension: Focus on poor comprehenders. Reading and Writing: An Interdisciplinary Journal.  18:1 - 33, 755-786.

Johnson-Glenberg, M. C., & Chapman, R. S.  (2004).  Predictors of parent-child linguistic tuning and label requests during play: A comparison between children who are typically developing and individuals with Down syndrome. Journal of Intellectual Disabilities Research, 48, 3, 225-238.

Johnson-Glenberg, M. C.  (2000).  Training reading comprehension in adequate decoders/poor comprehenders: Verbal vs. visual strategies. Journal of Educational Psychology, 92, 4, 772-782.