A literature review on the empirical studies of technology-based embodied learning

BRIEF SUMMARY

Technology-Based Embodied Learning (TBEL) is a hotspot in learning science. By systematically reviewing 49 SSCI journal articles, this paper revealed the relationship between any two of sample group, sample size, duration, subject distribution, research design, and measurement instrument, etc. In general, the major results showed TBEL is helpful for students to enhance the knowledge comprehension and skills, improve long-term retention and transfer, et al. But sometimes, the effect of embodied learning may be limited by types of learning, age of learners, or redundant strategy. We also derive some limitations and future research directions from reviewed papers.

ABSTRACT

Technology-Based Embodied Learning (TBEL) has become a hotspot in learning science. This paper systematically reviewed 49 SSCI journal articles. The results mainly indicate that: (1) The learning phase is proportional to sample size; (2) The sample size of experiments is inversely proportional to the duration; (3) The experiment duration may be inversely proportional to the learning phase; (4) The integration between experiments and various subjects in middle and high school still needs to be improved; (5) A variety of measurement tools are used for almost every type of research design; (6) TBEL has been integrated with a variety of embodied learning theories in various disciplines, especially mathematics and language; and (7) Comparing with other interaction modes, tangible interaction is more conducive to achieve a higher degree of embodied learning, et al. In general, the major results showed TBEL is helpful for students to enhance the knowledge comprehension and skills, improve long-term retention and transfer, achieve high levels of engagement and attention, increase positive learning attitude, and decrease cognitive load. But sometimes, the effect of embodied learning may be limited by types of learning, age of learners, or redundant strategy. We also derive some future research directions from reviewed papers.

KEYWORDS:

• Embodied cognition
• embodied learning
• systematic review
• technology-based embodied learning
• technology-enhanced embodied learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This study is funded by the General Project for Education from National Social Science Fund of China (Study on Pair Learning Model in Robotics Education in K-12, Grant Number: BCA190088).

Notes on contributors

Baichang Zhong

Baichang Zhong, Ph.D, is the outstanding professor from School of Information Technology in Education at South China Normal University, China. Dr. Zhong has published over 160 academic papers in major Chinese and international journals indexed by CSSCI and SSCI in the field of educational technology. He received the 5th National Excellent Supervisor of M.Ed. in China in 2016. His major research interests include robotics education, STEM education, and online education in K-12.

Siyu Su

Siyu Su, MSc, is a postgraduate student of educational technology at Nanjing Normal University in China. Her research focuses on robotics education in K-12.

Xiaofan Liu

Xiaofan Liu, MSc, is a postgraduate student of educational technology at South China Normal University. Her research focuses on STEM education in K-12.

Zehui Zhan

Zehui Zhan, Ph.D, is a professor from School of Information Technology in Education at South China Normal University, China. She has published more than 70 papers and three books in the field, and got the annual award of youth excellent universities teacher from Fok Yingdong Education Foundation and Ministry of Education.