A Review of Embodied Learning Research and its Implications for Information Teaching Practice

With the rise and maturity of embodied cognitive theory, embodied learning has become an emerging learning paradigm, which emphasizes the importance and influence of the participation of the body's senses in learning activities. In recent years, researchers have conducted a series of empirical studies around embodied learning. However, these studies commonly target different learning topics, face different learning groups, and adopt different personalized implementation methods, and their research conclusions are naturally different. In order to grasp the effects and influencing factors of embodied learning more accurately and comprehensively, the article selects 14 experimental and quasiexperimental studies to conduct meta-analysis, discussing the effect of embodied cognition theory on learning effects and related influencing factors from multiple perspectives. Metaanalysis results show that designing and organizing teaching based on embodied cognition theory can generally promote the improvement of learning effect. At the same time, for different disciplines and different stages, this influence is diverse, and the embodiment method is also a key factor that affects the learning effect.