Design of Digital-intelligent Education Products of Intangible Cultural Heritage Handicrafts in Embodied Cognition Context

ZHANG Duoduo; CHEN Siqi; GUI Zhixin

doi:10.19554/j.cnki.1001-3563.2025.18.001

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Packaging Engineering ›› 2025, Vol. 46 ›› Issue (18) : 1-11. DOI: 10.19554/j.cnki.1001-3563.2025.18.001

Design of Digital-intelligent Education Products of Intangible Cultural Heritage Handicrafts in Embodied Cognition Context

ZHANG Duoduo¹, CHEN Siqi¹, GUI Zhixin²

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Abstract

With the rapid development of digital and intelligent technologies, the digital education of intangible cultural heritage (ICH) handicrafts has entered a new phase and the embodied cognition theory has gradually become a focal point in academic research. However, existing studies are mostly limited to case analyses, lack of systematic and topical discussions on the design of digital and intelligent embodied learning for ICH handicrafts. Based on the embodied cognition theory, the work aims to systematically review the relevant theories and practical cases of digital and intelligent embodied learning for ICH handicrafts and construct design principles for digital and intelligent embodied education products targeting this category of ICH. By employing literature analysis, case studies, and comparative research and combining with the cognitive and knowledge characteristics of ICH handicrafts, an in-depth analysis was conducted on theories and cases related to embodied cognition, embodied learning, digital embodied learning, embodied experience, and embodied interaction design both in China and abroad. A theoretical model of digital and intelligent embodied learning for ICH handicrafts and the relationship between embodied learning experience levels and interaction design were summarized and proposed. Although digital and intelligent technologies have reshaped the physical and virtual environments for learning ICH handicrafts, the design of education products in this field must follow the double loop model of embodied learning, which consists of "perception—action—reflection—creation." Accordingly, four major design principles are put forward, including contextualized embedding, somatosensory consistency, data-driven feedback, and generative collaboration. These principles are intended to support the effective implementation of digital and intelligent embodied learning processes and provide a theoretical framework and practical references for the development of ICH education products, interdisciplinary research, and cultural innovation.

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handicraft ICH / embodied cognition / digital embodied learning / education product design

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ZHANG Duoduo, CHEN Siqi, GUI Zhixin. Design of Digital-intelligent Education Products of Intangible Cultural Heritage Handicrafts in Embodied Cognition Context[J]. Packaging Engineering. 2025, 46(18): 1-11 https://doi.org/10.19554/j.cnki.1001-3563.2025.18.001

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