It is useful to think of embodied learning (“M-BOD”), as Gee conceives it, as a dimension of EL since the pedagogy constructs learning as active and interactive, but it would be a mistake to conflate the concepts. M-BOD is a framework, a set of principles, for understanding how people become motivated to engage and re-engage cognitively challenging tasks--to "practice" at something--but this is not thinkable as an operation of (again in Fenwick's words) an "autonomous rational knowledge-making self, disembodied, rising above the dynamics and contingency of experience."
Condensing and simplifying some of Gee's ideas, I came up with the hypothesis that practice is pleasurable when it involves people in making choices that reward them somehow--choices about
who to be: (imaginative projection: some participation in story-telling or drama)
what the rules are (game recognition: the mental labor of identifying problems and how to solve them)
how to adapt (or improvise on) the rules to suit a particular context (game elaboration: some kind of recoding of some elements of the game)
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