Intelligent tutor systems (ITSs) in mobile devices take us through learning tasks and make learning ubiquitous, autonomous, and at low cost (Nye, 2015 ). In this paper, we describe guided embodiment as an ITS essential feature for second language learning (L2) and aphasia rehabilitation (ARe) that enhances efficiency in the learning process. In embodiment, cognitive processes, here specifically language (re)learning are grounded in actions and gestures (Pecher and Zwaan, 2005 ; Fischer and Zwaan, 2008 ; Dijkstra and Post, 2015 ). (...) In order to guide users through embodiment, ITSs must track action and gesture, and give corrective feed-back to achieve the users' goals. Therefore, sensor systems are essential to guided embodiment. In the next sections, we describe sensor systems that can be implemented in ITS for guided embodiment. (shrink)

Despite all methodological efforts made in the last three decades, Western instruction grounds on traditional principles. Most educational programs follow theories that are mentalistic, i.e., they separate the mind from the body. At school, learners sit, watch, listen, and write. The aim of this paper is to present embodied learning as an alternative to mentalistic education. Similarly, this paper wants to describe embodied learning from a neuroscientific perspective. After a brief historical overview, I will review studies highlighting the behavioral effectiveness (...) of embodied instruction in second language learning, mathematics and spatial thinking. On this base, I will discuss some of the brain mechanisms driving embodied learning and describe its advantages, clearly pleading in favor of instructional practice that reunites body and mind. (shrink)