Liu Zhiwei, Zuo Haode, Zhao Yan, Lu Yongjing
School of Mathematics, Yangzhou University, Yangzhou, China.
Department of Mathematics, Taizhou University, Taizhou, China.
Front Psychol. 2025 Aug 22;16:1658797. doi: 10.3389/fpsyg.2025.1658797. eCollection 2025.
Embodied learning has attracted considerable attention in recent years. However, there is no academic consensus on whether embodied learning effectively enhances students' learning performance.
This study aims to examine the overall effect of embodied learning on students' learning performance through a meta-analysis. It also seeks to explore variations based on moderators such as discipline, educational level, experiment period, sample size, region, learning approach, embodied level and type.
A meta-analysis was conducted on 46 studies (66 effect sizes) published between 2010 and 2025. These studies were analyzed to calculate the overall effect size (Hedges' g) and explore potential moderating variables.
The results found that: 1) Embodied learning has a moderately positive effect on students' learning performance ( = 0.406, 95%CI [0.264,0.548]), with no significant differences across regions; 2) The effect of embodied learning is greater in the humanities compared to other disciplines (e.g., math); 3) Compared to other educational levels, embodied learning has the greatest impact on high school students' learning performance; 4) The impact of embodied learning is significantly greater during a one-term experiment period than other periods; 5) Compared with other sample sizes, the embodied intervention group with more than 50 participants has the best effect on their learning performance. 6) Embodied learning in small groups has a greater effect on students' learning performance than other learning approaches; 7) High-level embodied learning has a more significant effect on students' learning performance than low-level embodied learning; and 8) Active embodied learning has a greater effect on students' learning performance than passive embodied learning. These findings provide valuable insights for future practice and research on embodied learning.
近年来，具身学习受到了广泛关注。然而，对于具身学习是否能有效提高学生的学习成绩，学术界尚未达成共识。
本研究旨在通过荟萃分析检验具身学习对学生学习成绩的总体影响。同时，还试图探索基于学科、教育水平、实验周期、样本量、地区、学习方法、具身水平和类型等调节因素的差异。
对2010年至2025年间发表的46项研究（66个效应量）进行了荟萃分析。对这些研究进行分析，以计算总体效应量（Hedges' g）并探索潜在的调节变量。
结果发现：1）具身学习对学生的学习成绩有中等程度的积极影响（ = 0.406，95%CI [0.264,0.548]），各地区之间无显著差异；2）与其他学科（如数学）相比，具身学习在人文学科中的效果更大；3）与其他教育水平相比，具身学习对高中生的学习成绩影响最大；4）在一学期的实验周期内，具身学习的影响明显大于其他时期；5）与其他样本量相比，参与者超过50人的具身干预组对其学习成绩的效果最佳。6）小组形式的具身学习对学生学习成绩的影响比其他学习方法更大；7）高水平的具身学习对学生学习成绩的影响比低水平的具身学习更显著；8）主动具身学习对学生学习成绩的影响比被动具身学习更大。这些发现为未来具身学习的实践和研究提供了有价值的见解。
