Embodied Learning in the Online Classroom: A Catalyst for Deeper Engagement
Embodied learning, an educational approach emphasizing the use of body movements and gestures in tandem with cognitive processes, offers an intriguing solution to some of these challenges (Lindgren & Johnson-Glenberg, 2013). Integrating embodied learning within the online classroom can augment student engagement, comprehension, and retention. Leveraging embodied learning in online spaces can lead to more immersive and interactive experiences. By engaging their bodies in learning tasks, students can anchor abstract concepts to tangible actions, thereby fostering deeper comprehension (Goldin-Meadow, Cook, & Mitchell, 2009). Embodiment has been shown to boost memory retention. Incorporating gestures or movements into learning can create a multisensory experience, which can facilitate the encoding and retrieval of information (Macedonia, Müller, & Friederici, 2011).
Online learning often relies on discussion posts accompanied by two student responses as the primary method for faculty to assess student learning. While I ardently champion teaching methods that incorporate writing due to its reflective and mindful processes, many discussion post questions tend to be uninspiring. They often promote rote memorization rather than fostering genuine learning and cognitive complexity. By adopting an embodied teaching perspective, professors can craft online learning experiences that are adaptable across various environments. Introducing innovative ways to integrate movement can truly invigorate online learning.
Personally, I am an enthusiast of simulated enactments, using technology that enables teachers to mentor and guide students. These unique learning settings can lead to stimulating debriefing sessions that promote genuine interactions. In the best scenarios, they foster joy, fun, and play, which represent the pinnacle of learning experiences. One of the primary criticisms of online learning is the sense of isolation students may feel. Embodied learning can promote a sense of social presence, even in virtual settings, by humanizing the digital experience (Skulmowski, Pradel, Kühnert, Brunnett, & Rey, 2016). Online learning often entails extended screen time, which can lead to physical lethargy. Encouraging students to move, gesture, or interact physically, even if it is in their own spaces, can break the monotony and rejuvenate their engagement levels (Anderson, Wadley, & Santamaria, 2020).
Beyond cognitive benefits, embodied learning can also bolster emotional and social skills. Body movements and gestures can foster self-awareness, emotional regulation, and empathy, crucial components for effective communication and collaboration in online settings (Davids, Shuttleworth, Button, Renshaw, & Glazier, 2004). For learners with specific needs or disabilities, embodied learning can provide an alternative means to engage with content, thereby promoting inclusivity in the online classroom (Cook, Yip, & Goldin-Meadow, 2012).
Integrating Embodied Learning in Online Environments
To harness the benefits of embodied learning, educators must be proactive in integrating its principles within online platforms. Techniques might include:
Interactive Video Lessons. Instead of passive video lectures, educators can create interactive lessons encouraging students to gesture, move, or even dance as part of the learning process.
Virtual Reality (VR) and Augmented Reality (AR). These technologies can be harnessed to create immersive embodied learning experiences, allowing students to virtually interact with content (Johnson-Glenberg, Birchfield, Tolentino, & Koziupa, 2014).
Feedback through Movement. Platforms that allow students to respond or give feedback through physical actions or gestures can be incorporated.
Simulated enactments. Live role-play simulations with technology to support the teacher coaching the students through the learning process.
AI (Artificial Intelligence) assignments. Have students explore cases and see how many different responses they can get using AI. Have them reflect on the tool’s effectiveness.
While the online classroom presents challenges, it also offers an opportunity to reimagine the pedagogical approach. The incorporation of embodied learning principles holds promise in enhancing student engagement, comprehension, and holistic development. As technology continues to evolve, the integration of embodied learning within online settings could set the stage for a more dynamic, interactive, and impactful educational experience.
References
Anderson, A., Wadley, G., & Santamaria, L. J. (2020). Lived experiences of learning motor skills in a virtual classroom: Embodied, multimodal and sociocultural perspectives. Australasian Journal of Educational Technology, 36(3).
Cook, S. W., Yip, T. K., & Goldin-Meadow, S. (2012). Gestures, but not meaningless movements, lighten working memory load when explaining math. Language and Cognitive Processes, 27(4), 594–610.
Davids, K., Shuttleworth, R., Button, C., Renshaw, I., & Glazier, P. (2004). “Essential noise”–enhancing variability of informational constraints benefits movement control: a comment on Waddington and Adams (2003). British Journal of Sports Medicine, 38(5), 601–605.
Goldin-Meadow, S., Cook, S. W., & Mitchell, Z. A. (2009). Gesturing gives children new ideas about math. Psychological Science, 20(3), 267–272.
Johnson-Glenberg, M. C., Birchfield, D. A., Tolentino, L., & Koziupa, T. (2014). Collaborative embodied learning in mixed reality motion-capture environments: Two science studies. Journal of Educational Psychology, 106(1), 86.
Lindgren, R., & Johnson-Glenberg, M. (2013). Emboldened by embodiment: Six precepts for research on embodied learning and mixed reality. Educational Researcher, 42(8), 445–452.
Macedonia, M., Müller, K., & Friederici, A. D. (2011). The impact of iconic gestures on foreign language word learning and its neural substrate. Human Brain Mapping, 32(6), 982–998.
Skulmowski, A., Pradel, S., Kühnert, T., Brunnett, G., & Rey, G. D. (2016). Embodied learning using a tangible user interface: The effects of haptic perception and selective pointing on a spatial learning task. Computers & Education, 92, 64–75.
