Profesor Asistente, Universidad Santo Tomás, Chile
Ronnie Videla is an interdisciplinary educator and practice-based researcher who designs STEAM learning environments by integrating emerging technologies through an embodied cognition approach. He earned his Ph.D. in Education with highest distinction (Cum Laude) from Universidad Autónoma de Madrid (2024) for his original theoretical contribution, “The Pedagogy of Uncertainty.” Since 2015, he has explored the dynamic relationships between brain, body, and environment.
After studying Cultural Biology with Professor Humberto Maturana, he adopted the 4E Cognition framework (enactive, embodied, embedded, and extended), which later evolved into the 3E Cognition model through his collaboration with neuroscientist Francisco Parada. Ronnie leads interdisciplinary projects involving XR, AI, and creative technologies through the HUB-EDUCA STEAM Foundation and the Faculty of Education at Universidad Santo Tomás, engaging hundreds of teachers and students across Chile. He currently collaborates with Professor Dor Abrahamson (UC Berkeley) on the development of an expansive theory of embodied educational design, inspired by the intellectual legacy of Seymour Papert and Francisco Varela.
Recent publication:
Videla, R., Penny, S., & Ross, W. (2025). ‘If you can’t dance your program, you can’t write it’: Challenges and implications for AI in education. ACM Transactions on Computing Education. Advance online publication. https://doi.org/10.1145/3759257
https://dl.acm.org/doi/10.1145/3759257
Videla, R., Aros, M., Sandoval-Obando, E. et al. (2025). Sustainable computing in STEAM generative education: integrating biology, art, science of design and engineering with nature. Int J Technol Des Educ. https://doi.org/10.1007/s10798-025-10013-2
Videla, R., Aros, M. B., Parada, F., Kausel, L., Sandoval-Obando, E., Jorquera, D., Ibacache, D., Maluenda, S., Rodríguez-Herrero, P., Cerpa, C., González, M. J., Chávez, M., & Ramírez, P. (2025). Neurodiversity: post-cognitivist foundations of the 3E approach for educational inclusion of autistic students with technology. Frontiers in human neuroscience, 18, 1493863. https://doi.org/10.3389/fnhum.2024.1493863
Videla R., Penny S. & Ross W. (2024) Inclusive and AI design: Reflections and challenges for enaction design. Constructivist Foundations 20(1): 047–050. https://constructivist.info/20/1/047
Videla, R., Aguayo, C., Aguilera, J., Aros, M., Ibacache, C., Valdivia, P., & Cerpa, C. (2024). Cultivating cultural heritage and fostering belonging in communities through digital and non-digital technologies in generative STEAM education. Knowledge Cultures, 12(2), 21-48. https://doi.org/10.22381/kc12220242.