Research avenues supporting embodied cognition in learning and instruction

Juan C. Castro-Alonso*, Paul Ayres, Shirong Zhang, Björn B. de Koning, Fred Paas

*Corresponding author for this work

    Research output: Contribution to journalReview articlepeer-review

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    Abstract

    Research on embodied cognition acknowledges that cognitive processing is tightly coupled with bodily activities and the environment. An important implication for education is that learning can be enhanced when the brain, body, and environment mutually influence each other, such as when making or observing human actions, especially those involving hand gestures and manipulation of objects. In this narrative review article, we describe the evidence from six research avenues that can help explain why embodied cognition can enhance learning and instruction. Through the exploration of these six interconnected research pathways, we aim to make a significant contribution by proposing innovative directions for learning and instruction research, all rooted in the principles of embodied cognition. We establish a direct link between the six research pathways and embodied phenomena, both in the contexts of making and observing human movements. When making human movements, the research avenues explaining the learning benefits due to these movements are physical activity, generative learning, and offloaded cognition. When observing human movements, the avenues researching these phenomena are specialized processor and signaling. Lastly, the research avenue social cognition is integral to both making and observing human movements. With originality in focus, we also include research that has not been traditionally associated with embodied cognition or embodiment. This article offers comprehensive discussions, substantiated with evidence and influencing features, for each of these research avenues. We conclude by outlining the implications of these findings for instruction and charting potential directions for future investigation.
    Original languageEnglish
    Article number10
    Number of pages30
    JournalEducational Psychology Review
    Volume36
    Issue number1
    DOIs
    Publication statusPublished - 19 Jan 2024

    Bibliographical note

    Funding:
    Funding from ANID/PIA/Basal Funds for Centers of Excellence FB0003 is gratefully acknowledged.

    Keywords

    • embodied cognition
    • embodiment and education
    • human body action and hand movement
    • gesture and gesturing
    • object manipulation and model

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