Integrating Human Movement in Learning: Advancements in Language Instruction, Multimedia, and Theory

Abstract

Human movement plays a foundational role in cognition and learning. This topical collection brings together theoretical and empirical work examining how gestures, physical activity, and virtual movement enhance learning in language, multimedia, and activity-based learning. Regarding language learning, interacting with virtual object improves vocabulary learning, especially for learners with low language aptitude. Additionally, emotional narratives support memory more effectively than neutral ones, while instructed gesturing may hinder recall for some learners. In multimedia learning, pointing improves attention and comprehension, whereas tracing can impede learning due to cognitive overload. For activity-based learning, theoretical contributions offer frameworks for integrating movement into learning tasks, emphasizing mechanisms such as generative learning, social cognition, and offloaded processing in areas ranging from digital education to stimming behaviors. Together, these studies offer insights for designing effective, movement-based instruction across diverse learning environments and populations, underscoring the dynamic relationship between bodily action and cognitive development in education.