ABSTRACT
This chapter draws on constructivism and related theories of learning that highlight the role of the body in learning. It explores what knowledge Game Sense pedagogy generates and how with a primary focus on constructivism that sees knowledge as being constructed and contingent upon convention, human perception and social experience. It also draws on complementary theory, such as enactivism, and concepts such as embodiment and embodied learning, which all sit upon constructivist epistemology as a branch of philosophy concerned with answering the questions of what knowledge is and how we acquire it.
