Effectiveness of embodied learning on learning performance: A meta-analysis based on the cognitive load theory perspective

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2024-09-24 DOI:10.1016/j.lindif.2024.102564

Chunwei Lyu, Shuao Deng

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引用次数: 0

Abstract

Embodied learning has garnered significant attention in recent years. However, controversy on the effectiveness of embodied learning in improving learning performance and reducing cognitive load. Through a meta-analysis synthesized 17 studies involving 21 experiments with 1046 participants, this study found that embodied learning significantly improved academic performance (g = 0.52, P < 0.001) and reduced cognitive load (g = −0.31, P < 0.001). Subgroup analysis and meta-regression results show that the effectiveness is different when applying embodied learning in different districts, participants' educational levels, types of learning performance, and types of cognitive load. In addition, this study develops a novel cost-benefit model of embodied learning to explain under which circumstances embodied learning can achieve its effectiveness, and summarizes key considerations for using embodied learning strategies. Researchers and educators on embodied learning can continue to improve the design of embodied learning strategies based on the findings of this study.

Educational relevance and implications

Through the meta-analysis, this study found that embodied learning significantly improved learning performance and significantly reduced cognitive load. In addition, while exploring the moderate effects of district, type of learning performance, type of cognitive load, and participants' education level on the effectiveness of embodied learning, this study elaborated on the perspective that embodied learning follows the cost-benefit model. The results of this study not only support embodied learning as an effective learning strategy, but also identify factors that influence its effectiveness, and especially the proposed cost-benefit model of embodied learning provides an important framework for embodied learning researchers to future design and application of embodied learning strategies.

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具身学习对学习成绩的影响：基于认知负荷理论视角的荟萃分析

近年来，体现式学习备受关注。然而，关于具身学习在提高学习成绩和减轻认知负荷方面的效果，还存在争议。本研究通过荟萃分析综合了17项研究，涉及21个实验，1046名参与者，发现具身学习能显著提高学习成绩（g = 0.52，P <0.001），减轻认知负荷（g = -0.31，P <0.001）。分组分析和元回归结果表明，在不同地区、参与者的教育水平、学习成绩类型和认知负荷类型中应用具身学习，效果是不同的。此外，本研究还建立了一个新颖的具身学习成本效益模型，以解释在什么情况下具身学习能达到效果，并总结了使用具身学习策略的主要注意事项。通过荟萃分析，本研究发现，具身学习能显著提高学习成绩，并明显减轻认知负荷。此外，本研究在探讨地区、学习成绩类型、认知负荷类型和参与者受教育程度对具身学习效果的适度影响的同时，阐述了具身学习遵循成本-效益模型的观点。本研究的结果不仅支持具身学习是一种有效的学习策略，而且找出了影响其有效性的因素，特别是提出的具身学习成本效益模型为具身学习研究者今后设计和应用具身学习策略提供了一个重要的框架。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).