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Embodied learning in the classroom: Effects on primary school children's attention and foreign language vocabulary learning

Journal Article


Abstract


  • Objectives: The aim of the present study was to investigate the effects of specifically designed physical activities on primary school children's foreign language vocabulary learning and attentional performance. Design: A total of 104 children aged between 8 and 10 years were assigned to either (a) an embodied learning condition consisting of task-relevant physical activities, (b) a physical activity condition involving task-irrelevant physical activities, or (c) a control condition consisting of a sedentary teaching style. Within a 2-week teaching program, consisting of four learning sessions, children had to learn 20 foreign language words. Method: Children were tested on their memory performance (cued recall test) after completion of the program and on their focused attention (d2-R test of attention) immediately after one learning session. Results: Linear mixed model analyses revealed both the embodied learning (d = 1.12) and the physical activity condition (d = 0.51) as being more effective in teaching children new words than the control condition. Children's focused attention, however, did not differ between the three conditions. Conclusions: The results are discussed in the light of embodied cognition and cognitive load theory. Implications for the inclusion of specific physical activities during the school day are proposed.

Authors


  •   Schmidt, Mirko (external author)
  •   Benzing, Valentin (external author)
  •   Wallman-Jones, Amie (external author)
  •   Mavilidi, Myrto F.
  •   Lubans, David R. (external author)
  •   Paas, Fred

Publication Date


  • 2019

Citation


  • Schmidt, M., Benzing, V., Wallman-Jones, A., Mavilidi, M., Lubans, D. Revalds. & Paas, F. (2019). Embodied learning in the classroom: Effects on primary school children's attention and foreign language vocabulary learning. Psychology of Sport and Exercise, 43 45-54.

Scopus Eid


  • 2-s2.0-85059672853

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/4230

Has Global Citation Frequency


Number Of Pages


  • 9

Start Page


  • 45

End Page


  • 54

Volume


  • 43

Place Of Publication


  • Netherlands

Abstract


  • Objectives: The aim of the present study was to investigate the effects of specifically designed physical activities on primary school children's foreign language vocabulary learning and attentional performance. Design: A total of 104 children aged between 8 and 10 years were assigned to either (a) an embodied learning condition consisting of task-relevant physical activities, (b) a physical activity condition involving task-irrelevant physical activities, or (c) a control condition consisting of a sedentary teaching style. Within a 2-week teaching program, consisting of four learning sessions, children had to learn 20 foreign language words. Method: Children were tested on their memory performance (cued recall test) after completion of the program and on their focused attention (d2-R test of attention) immediately after one learning session. Results: Linear mixed model analyses revealed both the embodied learning (d = 1.12) and the physical activity condition (d = 0.51) as being more effective in teaching children new words than the control condition. Children's focused attention, however, did not differ between the three conditions. Conclusions: The results are discussed in the light of embodied cognition and cognitive load theory. Implications for the inclusion of specific physical activities during the school day are proposed.

Authors


  •   Schmidt, Mirko (external author)
  •   Benzing, Valentin (external author)
  •   Wallman-Jones, Amie (external author)
  •   Mavilidi, Myrto F.
  •   Lubans, David R. (external author)
  •   Paas, Fred

Publication Date


  • 2019

Citation


  • Schmidt, M., Benzing, V., Wallman-Jones, A., Mavilidi, M., Lubans, D. Revalds. & Paas, F. (2019). Embodied learning in the classroom: Effects on primary school children's attention and foreign language vocabulary learning. Psychology of Sport and Exercise, 43 45-54.

Scopus Eid


  • 2-s2.0-85059672853

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/4230

Has Global Citation Frequency


Number Of Pages


  • 9

Start Page


  • 45

End Page


  • 54

Volume


  • 43

Place Of Publication


  • Netherlands