How Does Technology-Based Embodied Learning Affect Learning Effectiveness? -- Based on a Systematic Literature Review and Meta-Analytic Approach
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| Title: | How Does Technology-Based Embodied Learning Affect Learning Effectiveness? -- Based on a Systematic Literature Review and Meta-Analytic Approach |
|---|---|
| Language: | English |
| Authors: | Rong-Ling Zhang (ORCID |
| Source: | Interactive Learning Environments. 2025 33(6):4135-4158. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Early Childhood Education Preschool Education Elementary Education Junior High Schools Middle Schools Secondary Education High Schools Higher Education Postsecondary Education |
| Descriptors: | Influences, Technology Uses in Education, Instructional Effectiveness, Outcomes of Education, Cognitive Processes, Human Body, Middle Schools, High Schools, Universities, Elementary Schools, Preschools, Interaction |
| DOI: | 10.1080/10494820.2025.2479176 |
| ISSN: | 1049-4820 1744-5191 |
| Abstract: | With the in-depth research on embodied learning in educational psychology, technology-based embodied learning (TBEL) has gained widespread popularity in the field of education. However, the impact of TBEL on learning efficiency remains controversial. The objective of this study is to determine the effect of TBEL on learning efficiency and identify the main factors influencing this efficiency. The research method employed is a systematic literature review and meta-analysis of 44 relevant English papers published over the past decade. The study found that TBEL has a statistically significant positive effect on learning outcomes (SMD = 0.41, p < 0.01). Four moderators--educational level, subject, type of embodiment, and experiment duration--have significant moderating effects on learning outcomes. Therefore, technology-based embodied learning can effectively improve students' learning effectiveness. In the future, efforts should be made to deepen and expand multidimensional embodied learning, providing guidance and inspiration for global educational practices. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501846 |
| Database: | ERIC |
| Abstract: | With the in-depth research on embodied learning in educational psychology, technology-based embodied learning (TBEL) has gained widespread popularity in the field of education. However, the impact of TBEL on learning efficiency remains controversial. The objective of this study is to determine the effect of TBEL on learning efficiency and identify the main factors influencing this efficiency. The research method employed is a systematic literature review and meta-analysis of 44 relevant English papers published over the past decade. The study found that TBEL has a statistically significant positive effect on learning outcomes (SMD = 0.41, p < 0.01). Four moderators--educational level, subject, type of embodiment, and experiment duration--have significant moderating effects on learning outcomes. Therefore, technology-based embodied learning can effectively improve students' learning effectiveness. In the future, efforts should be made to deepen and expand multidimensional embodied learning, providing guidance and inspiration for global educational practices. |
|---|---|
| ISSN: | 1049-4820 1744-5191 |
| DOI: | 10.1080/10494820.2025.2479176 |
