Supplementary file 1_The effect of embodied learning on students’ learning performance: A meta-analysis.docx

BackgroundEmbodied learning has attracted considerable attention in recent years. However, there is no academic consensus on whether embodied learning effectively enhances students’ learning performance. ObjectivesThis study aims to examine the overall effect of embodied learning on students’ learning performance through a meta-analysis. It also seeks to explore variations based on moderators such as discipline, educational level, experiment period, sample size, region, learning approach, embodied level and type. MethodsA meta-analysis was conducted on 46 studies (66 effect sizes) published between 2010 and 2025. These studies were analyzed to calculate the overall effect size (Hedges’ g) and explore potential moderating variables. Results and ConclusionThe results found that: 1) Embodied learning has a moderately positive effect on students’ learning performance (g = 0.406, 95%CI [0.264,0.548]), with no significant differences across regions; 2) The effect of embodied learning is greater in the humanities compared to other disciplines (e.g., math); 3) Compared to other educational levels, embodied learning has the greatest impact on high school students’ learning performance; 4) The impact of embodied learning is significantly greater during a one-term experiment period than other periods; 5) Compared with other sample sizes, the embodied intervention group with more than 50 participants has the best effect on their learning performance. 6) Embodied learning in small groups has a greater effect on students’ learning performance than other learning approaches; 7) High-level embodied learning has a more significant effect on students’ learning performance than low-level embodied learning; and 8) Active embodied learning has a greater effect on students’ learning performance than passive embodied learning. These findings provide valuable insights for future practice and research on embodied learning.**研究背景**：具身学习（Embodied Learning）近年来受到学界广泛关注，但尚未就其能否有效提升学生学习绩效达成学术共识。 **研究目标**：本研究旨在通过元分析方法，探究具身学习对学生学习绩效的总体影响，并基于学科、教育阶段、实验周期、样本量、地域、学习方式、具身水平及类型等调节变量，探讨具身学习效果的异质性。 **研究方法**：本研究对2010年至2025年间发表的46项研究（共66个效应量）开展元分析，通过分析上述文献计算总体效应量（Hedges’ g），并探究潜在调节变量的影响。 **结果与结论**：研究结果显示：1）具身学习对学生学习绩效具有中等程度的正向影响（g=0.406，95%置信区间[0.264, 0.548]），且不同地域间的效应无显著差异；2）相较于数学等其他学科，具身学习在人文学科中的提升效果更显著；3）相较于其他教育阶段，具身学习对高中生学习绩效的影响最大；4）单学期实验周期下，具身学习的效果显著优于其他周期；5）相较于其他样本量组别，参与者超过50人的具身干预组对学生学习绩效的提升效果最佳；6）以小组形式开展的具身学习，其效果优于其他学习方式；7）高水平具身学习对学生学习绩效的提升效果显著优于低水平具身学习；8）主动型具身学习的效果优于被动型具身学习。本研究结果为具身学习的后续实践与研究提供了宝贵参考。