This special issue presents papers with a shared focus on the exploration or use of concepts relating to embodiment within the field of computing education. We first summarize many of the related theoretical frameworks that have been based on embodied perception and action within the fields of psychology and artificial intelligence. We then introduce the 14 papers of the special issue. These cover a wide range of topics, many involving young learners, and they address both typical topics in introductory computing and the emerging field of AI education.
Miller et al. (2026) studied this question.