Journal article
The synergy of embodied cognition and cognitive load theory for optimized learning
Nature human behaviour, Vol.9(5), pp.877-885
21/03/2025
PMID: 40119235
Appears in Recent Faculty of Education Publications
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Abstract
The integration of embodied cognition and cognitive load theory offers a promising framework for advancing educational practices. Cognitive load theory emphasizes the constraints of working memory and the importance of managing cognitive load through effective instructional design. Embodied cognition highlights the role of physical actions, such as gestures, object manipulation and whole-body activities, in enhancing cognitive processes. This Review highlights the importance of bridging these frameworks by exploring their theoretical foundations and synthesizing empirical evidence on the benefits of physical actions in learning. Here we present the introduction of the relevance–integration taxonomy as a transformative advancement in embodied cognition research, offering new perspectives for educational interventions. Additionally, we identify current gaps in cognitive load theory applications and propose future research directions to unify these approaches, aiming to optimize learning outcomes across diverse educational settings. This work has broad implications for advancing evidence-based instructional design.
Details
- Title
- The synergy of embodied cognition and cognitive load theory for optimized learning
- Creators
- Liye Zou - Shenzhen UniversityZhihao Zhang - Shenzhen UniversityMyrto Mavilidi - University of WollongongYanxia Chen - Shenzhen UniversityFabian Herold - University of PotsdamKim Ouwehand - Erasmus University RotterdamFred Paas - Erasmus University Rotterdam
- Publication Details
- Nature human behaviour, Vol.9(5), pp.877-885
- Publisher
- Nature Publishing Group UK
- Grant note
- Not applicable: zdzb2014 Shenzhen Educational Research Funding: 202307313000096 Shenzhen Science and Technology Innovation Commission Foundation: 23YJA880093 Social Science Foundation from China's Ministry of Education: 2022M711174 China Postdoctoral Science Foundation: Z014 National Center for Mental Health Foundation: ZYZD2305 Research Excellence Scholarships of Shenzhen University: PT2023030 Research Funding for Society of Sport Science: 000311 Natural Science Foundation of Shenzhen University: 2024WT006 Guangdong Youth Health Research Fund
We thank A. Kramer, J. Haegele and B. Tari for their feedback during revision to help to improve readability. We also thank Z. Liu for their help in drafting the initial versions of the two figures. This study was supported by Shenzhen Educational Research Funding (grant no. zdzb2014), the Shenzhen Science and Technology Innovation Commission Foundation (grant no. 202307313000096), the Social Science Foundation from China's Ministry of Education (grant no. 23YJA880093), the China Postdoctoral Science Foundation (grant no. 2022M711174), the National Center for Mental Health Foundation (grant no. Z014), Research Excellence Scholarships of Shenzhen University (grant no. ZYZD2305), Research Funding for Society of Sport Science (grant no. PT2023030), the Natural Science Foundation of Shenzhen University (grant no. 000311) and the Guangdong Youth Health Research Fund (grant no. 2024WT006).
- Identifiers
- 991013333628102368
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article