Fig. 1
From: Embodied learning: introducing a taxonomy based on bodily engagement and task integration
The 2 × 2 grid resulting from the proposed taxonomy presented in the section “Taxonomies of embodiment in education.” The four quadrants correspond to combinations of the two dimensions bodily engagement (low vs high) and task integration (incidental vs integrated). Low bodily engagement in our taxonomy is comparable to the lower two levels of embodiment defined by Johnson-Glenberg et al. (2014), i.e. watching animations or other seated interactions. Correspondingly, high bodily engagement in our taxonomy is comparable to the higher two levels of embodiment defined by Johnson-Glenberg et al. (2014), i.e. the performance of bodily movements and locomotion. Incidental embodiment manipulations aim to influence cognitive processes using cues (for an example, see Jostmann et al., 2009), while we define integrated forms of embodied learning to feature bodily activity integrated into a learning task (based on the task-oriented view of embodied cognition presented by Wilson and Golonka, 2013)