Editing Embodiment Principle (section)

=='''Example'''==
Bad Example - '''Dr. Binocs'''
The Dr. Binocs Show is a part of Peekaboo Kidz’s Youtube Channel with 3.12M subscribers. The channel’s videos target 3 to 10-year-olds focusing on animated, educational, and informative videos ranging from nursery rhymes to science<ref> https://www.youtube.com/watch?v=MQLadfsvfLo&list=PLmJ33rwb1zZbU47-l6BPRu4EUpEDpNd6g </ref> 

[[File:Dr. Binocs.png|thumb|Dr. Binocs Hands]]

The cartoon character, Dr. Binocs is the pedagogical agent in the video who has adopted the form of an alien. As a pedagogical agent, Dr. Binocs exhibits many human qualities, for example, his voice, intonation and movements. He has two legs, stands uprights, moves his hands while speaking and exhibits the human trait of "talking". 

Moreover, the videos also use the [[Personalization Principle | personalisation principle]] and [[Voice Principle| voice principle]] effectively, as Dr. Binocs refers to his audience in second person and maintains a friendly, polite conversational style. 

Where the videos fall short is in the effective use of embodiment principle, as Dr. Binocs does not use gestures or movements that would help audiences to reduce their cognitive load or foster generative processing. 

Good example - '''Bee Sims'''
Bee Sims <ref> https://www.youtube.com/watch?v=hAa4Fo4WOJY </ref> is an in-class simulation that allows students to explore the world of honey bees by mapping their experience in finding flowers producing nectar for honey and how they share knowledge using systems theory. 

In the above video, at 2.04 mins, we observe that when the students have found the nectar, they communicate to their peers by doing a "waggle dance". This helps peers realise which flower has nectar and can approach the same. There are two important outcomes of using embodied cognition in this form, one it reduces the cognitive load on learners, as they begin to realise that within systems communication, wiggle dance becomes the modus operandi of communication. Secondly, the begin foster generative processing by realising the various processes that doing the wiggle dance can impact - for example, they are able to collect enough nectar for honey on that given day, or they can support other bees in collecting honey. Integrating these processes into learning ensure that these young learners are effectively able to learn and understand the material at hand. 

Good example - '''Blues Clues'''
Blues Clues is an award-winning edutainment show for pre-schoolers. The protagonist of the show, Josh, is the pedagogical agent. He is on a journey with his companion, the animated dog Blue, on their day filled with adventure.

[[File:Blues Clues Hands.png|thumb|Play on embodiment principle in hand]]

It is important to note that providing two on screen characters helps learners engage in the narrative through the presence of Blue, while Josh helps the learners understand the material through embodied cognition. For example, in this video <ref> https://www.youtube.com/watch?v=KPUxbKBU-do </ref> we observe that Josh is looking for his phone. Instead of only using words to communicate his search, he begins to the action of placing his hand on his ear, in doing so, he is drawing the learner's attention to his ears. 

Similarly, when he hovers his hands using his fingers, it is easier for younger learners to mimic this kind of behaviour processing the incoming information. 

This helps young learners understand the idea as being pre-schoolers, their language acquisition skills are during the formative and developmental years. The communication through gestures helps them understand that 'hearing' happens through the ears.