Information presentation and physical motorization: the mediating role of embodied learning

Abstract

Online learning has become a daily mode of modern education, and its effect on learning outcomes has also been widely discussed. Engagement, satisfaction and academic performance are often used to measure learning outcomes, while factors such as physical motorization, information presentation and embodied learning experiences are often used to explore learners’ learning processes. In this study, we examined 120 college students who underwent different information presentation and physical motorization interventions and measured data on multiple variables. A hypothetical model based on embodied learning experiences mediating information presentation and physical motorization to influence learning outcomes was fitted and tested using structural equation modeling. Results confirmed hypotheses that learning outcomes are not directly influenced by information presentation and physical motorization; On the contrary, they are indirectly influenced through embodied learning experiences. Pay attention to the embodied learning experience of learners in online learning, optimize information presentation and physical motorization, provide opportunities for learners to encourage engagement, stimulate satisfaction and improve academic performance to enhance learning outcomes. Taken together, it is recommended that a deeper understanding of the fully mediating role and characteristics of embodied learning experience be gained and that its use be supplemented to help improve learning outcomes and teaching practice.

Keywords

• Online learning
• embodied learning experience
• information presentation
• physical motorization
• learning outcomes
• structural equation modeling