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Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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Attribution theory plays a crucial role in social psychology, helping to explain how individuals interpret the causes of behavior. One prominent model within this field is Harold Kelley's covariation theory, which provides a systematic approach to determining whether internal traits or external circumstances drive a person's actions. The model posits that individuals rely on three key types of information—consensus, consistency, and distinctiveness—to make these judgments.Consensus:...
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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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The halo effect is a cognitive bias in which an individual's overall impression influences judgments about their specific traits. This psychological phenomenon leads people to associate positive characteristics with those they perceive as generally good and negative characteristics with those they view as bad. This effect is particularly influential in social perception, professional evaluations, and decision-making processes.The Psychological Basis of the Halo EffectThe halo effect is rooted...
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The effect of embodied learning on students' learning performance: A meta-analysis.

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Embodied learning moderately enhances student performance, with effects varying by discipline, educational level, and learning approach. Active, high-level, small-group embodied learning shows the greatest benefits.

Keywords:
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Area of Science:

  • Educational Psychology
  • Cognitive Science
  • Learning Sciences

Background:

  • Embodied learning, a pedagogical approach integrating physical activity with cognitive processes, has gained prominence.
  • Existing research presents a lack of academic consensus regarding the efficacy of embodied learning in improving student outcomes.
  • Understanding the nuanced effects of embodied learning across diverse educational contexts is crucial.

Purpose of the Study:

  • To quantitatively synthesize the overall impact of embodied learning on student learning performance via meta-analysis.
  • To investigate moderating factors influencing embodied learning effectiveness, including discipline, educational level, and learning approach.
  • To provide evidence-based recommendations for optimizing embodied learning strategies.

Main Methods:

  • A comprehensive meta-analysis was performed on 46 studies encompassing 66 effect sizes, published between 2010 and 2025.
  • Hedges' g was calculated to determine the overall effect size of embodied learning.
  • Statistical analyses explored variations in effect size across moderators like discipline, educational level, experiment duration, sample size, region, learning approach, and embodiment level.

Main Results:

  • Embodied learning demonstrated a moderately positive effect on student learning performance (g = 0.406).
  • Significant variations were observed: effects were stronger in humanities, for high school students, in one-term experiments, with larger sample sizes (>50), in small groups, and for high-level, active embodied learning.
  • No significant differences in effectiveness were found across different regions.

Conclusions:

  • Embodied learning is an effective strategy for enhancing student learning performance across various educational settings.
  • Optimizing embodied learning interventions requires careful consideration of discipline-specific needs, student educational levels, and pedagogical approaches.
  • Future research should focus on refining embodied learning methodologies and exploring its long-term impact.