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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 0009-0008-4108-9650), Shu-yu Yu, Rui-feng Gao, Li-fei Wang, Xiang-chun He
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
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  Data: How Does Technology-Based Embodied Learning Affect Learning Effectiveness? -- Based on a Systematic Literature Review and Meta-Analytic Approach
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  Data: 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 &lt; 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&#39; learning effectiveness. In the future, efforts should be made to deepen and expand multidimensional embodied learning, providing guidance and inspiration for global educational practices.
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  Data: 2026
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  Data: EJ1501846
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1501846
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        Value: 10.1080/10494820.2025.2479176
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      – Text: English
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      – SubjectFull: Interaction
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