Skulmowski Alexander, Rey Günter Daniel
Psychology of Learning with Digital Media, Chemnitz University of Technology, Straße der Nationen 12, 09111 Chemnitz, Germany.
Cogn Res Princ Implic. 2018;3(1):6. doi: 10.1186/s41235-018-0092-9. Epub 2018 Mar 7.
Research on learning and education is increasingly influenced by theories of embodied cognition. Several embodiment-based interventions have been empirically investigated, including gesturing, interactive digital media, and bodily activity in general. This review aims to present the most important theoretical foundations of embodied cognition and their application to educational research. Furthermore, we critically review recent research concerning the effectiveness of embodiment interventions and develop a taxonomy to more properly characterize research on embodied cognition. The main dimensions of this taxonomy are bodily engagement (i.e. how much bodily activity is involved) and task integration (i.e. whether bodily activities are related to a learning task in a meaningful way or not). By locating studies on the 2 × 2 grid resulting from this taxonomy and assessing the corresponding learning outcomes, we identify opportunities, problems, and challenges of research on embodied learning.
关于学习与教育的研究越来越受到具身认知理论的影响。已有多项基于具身认知的干预措施得到了实证研究，包括手势、交互式数字媒体以及一般意义上的身体活动。本综述旨在介绍具身认知最重要的理论基础及其在教育研究中的应用。此外，我们批判性地审视了近期关于具身认知干预效果的研究，并开发了一种分类法，以便更恰当地描述具身认知研究。该分类法的主要维度是身体参与度（即涉及多少身体活动）和任务整合度（即身体活动是否以有意义的方式与学习任务相关）。通过将研究定位在由此分类法得出的2×2网格上，并评估相应的学习成果，我们确定了具身学习研究的机遇、问题和挑战。
