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Published (Version of record)CC BY-NC-ND V4.0, Open
Journal article
Effects of videos with whole-body movements on young children's geography learning
NPJ science of learning, Vol.First online(1)
23/02/2026
PMID: 41730914
Appears in Recent Faculty of Education Publications
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Abstract
This video-based study explores the feasibility, acceptability, and efficacy of an online movement-based intervention in young children. The intervention integrated sensorimotor experiences with digital instruction to facilitate knowledge acquisition. Seventy-five children (M age = 5.61; SD = 1.03) were randomly assigned to either an embodied cognition group, where they watched videos and performed simple full-body movements mimicking animals from different continents, or a control group, where they watched the same videos while remaining seated. Pre- and post-test assessments measured geographical knowledge retention. Children rated their enjoyment of the instructional preference. Results from MANCOVA indicated no significant group differences in knowledge recall. An ANOVA showed that both groups reported high levels of enjoyment related to instructional engagement. The study contributes to the growing body of research on movement-based digital learning, emphasizing the importance of balancing cognitive and motor demands in online educational environments.
Details
- Title
- Effects of videos with whole-body movements on young children's geography learning
- Creators
- Myrto F Mavilidi - Southern Cross UniversityFred Paas - Erasmus University RotterdamLiye Zou - Wuhan Sports UniversityDavid R Lubans - University of Newcastle AustraliaLeila Mokhtari - University of WollongongMirko Schmidt - University of BernJuan Cristobal Castro Alonso - University of BirminghamRebecca Ng - Southern Cross UniversitySue Bennet - Australian Research Council Centre of Excellence for the Digital Child (Australia, Brisbane)
- Publication Details
- NPJ science of learning, Vol.First online(1)
- Publisher
- Nature; BERLIN
- Grant note
- UOW Vice Chancellor Postdoctoral Fellowship Award, the Australian Research Council Centre of Excellence for the Digital Child, and the UOW RevITAlising Research Grant (RITA)
We would like to thank the children and their parents for their participation. This research was supported by the UOW Vice Chancellor Postdoctoral Fellowship Award, the Australian Research Council Centre of Excellence for the Digital Child (UOW node), and the UOW RevITAlising Research Grant (RITA). Open access funding of this research was supported by the Australian Research Council Centre of Excellence for the Digital Child through project number CE200100022, awarded to Dr. Myrto Mavilidi.
- Identifiers
- 991013357510402368
- Copyright
- © The Author(s) 2026.
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article