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<p>Embodied cognition posits that cognitive processes are deeply rooted in bodies’ interactions with the world. Vocabulary learning is particularly relevant because many lexical meanings can be grounded in motor experiences, making it a compelling context for applying embodied cognition in education. Therefore, the present meta-analysis examines whether embodied instructional designs are effective in supporting vocabulary learning. Studies were identified through searches in databases (i.e., Web of Science, ERIC, PsycINFO, and Scopus), expert consultation, and backward reference in January 2026; ProQuest Dissertations &amp; Theses Global was additionally searched in April 2026. Fifty-two studies met the inclusion criteria, and 442 effect sizes were included in the final analyses. A three-level meta-analytic model was employed, followed by moderator analyses to explore potential sources of heterogeneity. Results indicated that embodied learning significantly improved vocabulary learning outcomes compared with non-embodied conditions in both between-subject designs (Hedges’ <i>g</i> = 0.65) and within-subject designs (Hedges’ <i>g</i> = 0.27). However, publication bias was detected, indicating that the pooled effects may overestimate the true magnitude of the benefit. Moderator analyses indicated that movement-meaning congruency was the only moderator that was consistently observed across research designs, suggesting stronger effects when learners’ movements were aligned with the target word meanings. Overall, these findings emphasize the pedagogical potential of embodied learning for vocabulary learning and point to the need for future research to clarify how different forms of embodiment can support vocabulary learning.</p>

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From Body to Word: A Three-Level Meta-Analysis of Embodied Vocabulary Learning

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月10日

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  • Xiaoxuan Li,
  • Julia Chatain,
  • Fan Wang,
  • Manu Kapur

摘要

Embodied cognition posits that cognitive processes are deeply rooted in bodies’ interactions with the world. Vocabulary learning is particularly relevant because many lexical meanings can be grounded in motor experiences, making it a compelling context for applying embodied cognition in education. Therefore, the present meta-analysis examines whether embodied instructional designs are effective in supporting vocabulary learning. Studies were identified through searches in databases (i.e., Web of Science, ERIC, PsycINFO, and Scopus), expert consultation, and backward reference in January 2026; ProQuest Dissertations & Theses Global was additionally searched in April 2026. Fifty-two studies met the inclusion criteria, and 442 effect sizes were included in the final analyses. A three-level meta-analytic model was employed, followed by moderator analyses to explore potential sources of heterogeneity. Results indicated that embodied learning significantly improved vocabulary learning outcomes compared with non-embodied conditions in both between-subject designs (Hedges’ g = 0.65) and within-subject designs (Hedges’ g = 0.27). However, publication bias was detected, indicating that the pooled effects may overestimate the true magnitude of the benefit. Moderator analyses indicated that movement-meaning congruency was the only moderator that was consistently observed across research designs, suggesting stronger effects when learners’ movements were aligned with the target word meanings. Overall, these findings emphasize the pedagogical potential of embodied learning for vocabulary learning and point to the need for future research to clarify how different forms of embodiment can support vocabulary learning.