Two-dimensional taxonomy of embodied learning environments for graphing motion based on bodily involvement and immediacy¶
Research Method · All research methods
Evidence · 2 claims (2 for) · 2 studies (2 review),q2–q3· 0 of 2 report an effect size · 2 claims rest on one study
Description¶
The review proposes categorizing embodied learning environments for graphing motion on two dimensions: bodily involvement (own motion vs. observing/influencing others' or objects' motion, ranging from "motor execution" to "motor mirroring") and immediacy (immediate vs. non-immediate, from "direct enactment" to "reactivated enactment"). Crossing these dimensions yields four classes: Class I — Immediate Own Motion, Class II — Immediate Others/Objects' Motion, Class III — Non-immediate Own Motion, and Class IV — Non-immediate Others/Objects' Motion. The authors state: "we propose to categorize embodied learning environments supporting students ' understanding of graphing motion on two dimensions: bodily involvement and immediacy". Immediacy concerns whether the graphical representation is constructed in parallel with the motion or at a later stage.
Accounts¶
- Two-dimensional taxonomy of embodied learning environments for graphing motion based on bodily involvement and immediacy: The review proposes categorizing embodied learning environments for graphing motion on two dimensions: bodily involvement (own motion vs. observing/influencing others' or objects' motion, ranging from "motor execution" to "motor mirroring") and immediacy (immediate vs. non-immediate, from "direct enactment" to "reactivated enactment"). Crossing these dimensions yields four classes: Class I — Immediate Own Motion, Class II — Immediate Others/Objects' Motion, Class III — Non-immediate Own Motion, and Class IV — Non-immediate Others/Objects' Motion. The authors state: "we propose to categorize embodied learning environments supporting students ' understanding of graphing motion on two dimensions: bodily involvement and immediacy". Immediacy concerns whether the graphical representation is constructed in parallel with the motion or at a later stage. (Carolien Duijzer et al. (2019))
- Taxonomies of embodied learning classifying interventions by bodily engagement, task integration, and relevance: The review organizes movement-based learning research through successive classification systems. Johnson-Glenberg et al. (2014) proposed three factors: motoric engagement, gestural congruency, and immersion. Skulmowski and Rey (2018) simplified this to "the two dimensions bodily engagement and task integration," finding bodily engagement has a nonlinear influence on learning. Mavilidi et al. (2022) proposed a 2x2 system with the dimensions integration (temporal connection between movements and tasks) and relevance (correspondence between movements and content). These taxonomies predict when motor activity helps or hinders learning. (Alexander Skulmowski (2024))
Claims¶
- Immediate Own Motion was the largest class of embodied learning environments, with motion sensor technology used in 30 of its 34 environments [+M]
- Motor activities combined with high integration and high relevance produce the largest positive effects on memory, per a meta-analysis cited by the review [+M]
Related Research Methods¶
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Key Sources¶
- Carolien Duijzer, Marja Van den Heuvel-Panhuizen, Michiel Veldhuis, Michiel Doorman, & Paul Leseman. (2019). Embodied Learning Environments for Graphing Motion: a Systematic Literature Review. Educational Psychology Review. https://doi.org/10.1007/s10648-019-09471-7
- Alexander Skulmowski. (2024). Learning by Doing or Doing Without Learning? The Potentials and Challenges of Activity-Based Learning. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09869-y
Page metadata
| Field | Value |
|---|---|
type |
research-method |
id |
two-dimensional-taxonomy-of-embodied-learning-environments-for-graphing-motion-based-on-bo |
title |
Two-dimensional taxonomy of embodied learning environments for graphing motion based on bodily involvement and immediacy |
description |
The review proposes categorizing embodied learning environments for graphing motion on two dimensions: bodily involvement (own motion vs. |
status |
review |
generated |
by process:settle-candidates on 2026-10-20 |
trust |
unverified — no one has confirmed this page's content |
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