Embodied Learning in a Digital World: A Systematic Review of Empirical Research in K-12 Education

Abstract

There is a widespread assumption that technology enhanced learning environments, which are grounded on the notion of embodied cognition, can promote learning. Τhe current study reviews the empirical basis of this assumption by examining literature published from 2008 to 2017 which employs embodied learning environments in K-12 education. As part of this study, we review a total of 41 empirical studies and we focus on the type of embodied learning environments utilized, the research methods adopted for their evaluation and the educational contexts in which they are implemented. At the core of this review study, we investigate students' learning gains whilst examining the learning effectiveness of embodied learning environments, as compared to other interfaces and instructional approaches. In general, the review revealed positive outcomes from the use of embodied learning environments in K-12. Most of the reviewed studies were contextualized in K-12 STEM education, adopted gesture-based technologies and evaluated students' learning using retrospective measures grounded on pre-post questionnaires. Cognitive learning outcomes were dominant in the reviewed studies, while the evaluation of affective and psychomotor outcomes received less attention. The majority of the reviewed comparative studies reported that students in the embodied learning condition had increased learning gains, when compared to their counterparts in the control group. However, these findings should be treated with caution due to a set of methodological concerns that this review identified. We conclude this chapter with a synthesis of our findings in the form of emerged implications and we provide a set of guidelines for future research and practice in the field of embodied learning environments.

From feeling forces to understanding forces: The impact of bodily engagement on learning in science

“…Embodied learning environments in chemistry are not widespread; they account for only about 10% of STEM embodied environments (for a review, see Georgiou & Ioannou, 2019). A few include full‐body movements for teaching gas properties (e.g., Chiu et al, 2015) or acid–base titration (Johnson‐Glenberg et al, 2014; Tolentino et al, 2009), showing an improvement in learning compared with regular instruction.…”

Investigating Immersion and Learning in a Low-Embodied versus High-Embodied Digital Educational Game: Lessons Learned from an Implementation in an Authentic School Classroom

“…Technology-enhanced embodied learning, as a contemporary pedagogical approach grounded in the theory of embodied cognition theory, has just started gaining ground during the last decade, due to the emergence of motion-based educational digital games [15,19,20,35]. As such, learning via embodied digital educational games is still a relatively nascent field.…”

“…However, despite these affordances, there is lack of empirical research with a clear focus on the investigation of children's experienced immersion in embodied educational games. Prior work has mostly adopted experimental research in highly-controlled laboratory settings for investigating the hypothesis that embodied digital educational games have an impact on learning [15]. Others have conducted design-based research, in order to generate recommendations for the design of more effective embodied digital educational games [24].…”

“…The emergence of embodied digital educational games has renewed the interest on this topic, as researchers have argued that the affordances of embodied digital games for movement-based interaction may heighten even more experienced immersion [13,14]. In its essence, embodied digital educational games compose an emergent category of digital games, which integrate gestures or even full-body movement into the act of learning [15][16][17][18][19][20]. These innovative games, which are grounded in immersive interfaces and leverage the power of motion-based technologies and natural interfaces (e.g., Wii, Xbox Kinect, Leap Motion), it is argued, create new educational possibilities [21,22].…”

“…These innovative games, which are grounded in immersive interfaces and leverage the power of motion-based technologies and natural interfaces (e.g., Wii, Xbox Kinect, Leap Motion), it is argued, create new educational possibilities [21,22]. However, while an increasing number of studies has focused on the development and evaluation of embodied digital educational games [15,23,24], there is a lack of empirical research focusing on the investigation of children's experienced immersion [25], warranting these claims.…”