Embodied Learning

Embodied learning is a contemporary pedagogical learning theory which in terms of educational practice uses the body as a learning tool. Students view everyone’s body as a tool for knowledge construction and knowledge carrier in terms of how knowledge is constructed by students are the principles of embodied learning (Caine & Caine, 1997; Kalantzis & Cope, 2013). Embodied learning can be defined under two parameters as the embodied way of being and the sociocultural and relational/interactive way regarding skill development which consists of the body, the senses, the mind, and the brain that is the individual’s personality (Nunez, Edwards & Matos, 1999). Regarding the characteristics of embodied learning, in the process of embodied learning, not only the sensorimotor system but also body movements are involved and also the perceived stimuli is transformed into a stable memory (Abrahamson, Gutierrez, Charoenying, Negrete & Bumbacher, 2012). 

Lakoff and Johnson (1980) indicated a conceptual metaphor theory of cognitive semantics which posits that human reasoning is grounded in image schemas such as making sense of the mathematical construct of a set. Moreover, there are three steps involving in embodied design namely as, having an embodied experience, learning to imagine that embodied experience and also imagining the experience while learning from symbolic materials (Black et al., 2012). Embodied learning’s pedagogical principles are that in learning body and mind work together, movement and concepts are integrated, also action and thinking happen at the same time. Furthermore  not only science but also art affect each other in a positive way due to the fact that reality and also imagination are combined.

Nevertheless, there are challenges of embodied pedagogical designs as activities, materials and facilitations. In terms of activities, they need to draw on students’ pre-existing capacity in order to orient as well as mobilize in real or virtual three-dimensional space. Activities need to require students use of perceptual senses and kinesthetic coordination so that they can perform new actions and also activities need to start with engaging students in ostensibly simple tasks. Regarding materials, the activities need to be situated in an orchestrated environment which consists of both media and facilitating agents. In terms of the computer-based environments, students need to experience the manipulation of virtual objects such as on a screen, floor. In terms of facilitation, both physical cueing and also situated real-time feedback need to be implemented so as to enhance metaphors and elicit the kinds of movement which lead to conceptual insights.

In essence, when designing embodied learning environments are ensured, there is more effective learning, understanding and motivation for the sake of students. There is also richer perceptual environment by using multiple sensory modalities which creates better learning, understanding and motivation for students.