The Logical Path, Implementation Route and Practical Principles for Optimizing Teaching Methods Driven by Embodied Cognition
DOI:
https://doi.org/10.61360/BoniCETR252018821002Keywords:
embodied cognition, ideological and political theory courses, teaching methodsAbstract
The traditional teaching methods of ideological and political theory Courses (IPTC) excessively emphasize rational thinking and knowledge indoctrination, ignoring the educational role of physical participation and emotional experience, which leads to the disembodied dilemma where cognition is separated from practice in IPTC teaching. Embodied Cognition, a cognitive psychology trend advocating that cognition emerges from the dynamic interaction between the body and the environment, is adapted to the current changes in teaching environments triggered by digital technologies. Driving the optimization of IPTC teaching methods with this theory is supported by both theoretical and practical bases, which helps to break the disembodied dilemma and improve teaching methods. Based on the three characteristics of the current teaching field of IPTC—field extensibility, technology-enabledness, and subject interactivity—a “virtual-real double closed-loop” method system is constructed: the forward loop promotes the transformation of theoretical cognition through field adaptation, the reverse loop drives the iteration of teaching strategies through data feedback, and the collaboration of the two loops realizes the dynamic generation and continuous evolution of cognition. At the practical level, it is necessary to actively explore the boundaries of cognitive generation, grasp the dialectical unity of technological empowerment and value guidance, continuously strengthen the dominant position of IPTC teachers, and finally achieve the value goal of connotative development of IPTCs through Embodied Cognition-driven teaching method innovation.
References
Akram, H., & Li, S. (2024). Understanding the role of teacher-student relationships in students’ online learning engagement: Mediating role of academic motivation. Perceptual and Motor Skills, 131(4), 1415-1438. DOI: 10.1177/00315125241248709
Al-Ansi, A. M., Jaboob, M., Garad, A., & Al-Ansi, A. (2023). Analyzing augmented reality (AR) and virtual reality (VR) recent development in education. Social Sciences & Humanities Open, 8(1), 100532. DOI: 10.1016/j.ssaho.2023.100532
Chen, S., Pan, Z., Wu, Y., & Gu, D. (2018). Virtual reality in K‐12 and higher education: A systematic review of the literature from 2000 to 2019. Journal of Computer Assisted Learning, 37(3), 637-655. DOI: 10.1111/jcal.12538
Chen, Y. T., & Yang, G. (2022). Hotspot analysis and development trends of international virtual education research: Based on an analysis of relevant literature in the Web of Science (WOS) Core Collection Database from 2015 to 2020. Journal of Teacher Education, 9(1), 83-93.
Clark, A. (2008). Supersizing the mind: Embodiment, action, and cognitive extension. Oxford University Press.
Cook, D. A., & Ellaway, R. H. (2015). Evaluating technology-enhanced learning: A comprehensive framework. Medical Teacher, 37(10), 961-970. DOI: 10.3109/0142159X.2015.1009019
DOI: 10.1007/s40692-020-00169-2
Dreyfus, H. L. (1991). Being-in-the-World: A commentary on Heidegger’s Being and Time, Division I. MIT Press.
General Office of the Communist Party of China Central Committee & General Office of the State Council. (2019). Several Opinions on Deepening the Reform and Innovation of School Ideological and Political Theory Courses in the New Era.
Hamilton, D., McKechnie, J., Edgerton, E., & Wilson, C. (2021). Immersive virtual reality as a pedagogical tool in education: A systematic literature review of quantitative learning outcomes and experimental design. Journal of Computers in Education, 8(1), 1-32.
He, X., Chen, X., & Wang, G. (2025). How does technology-based embodied learning affect learning effectiveness? A systematic literature review and meta-analytic approach. Computers & Education, meta-analysis of 44 studies. DOI:10.1080/10494820.2025.2479176
Lai, A. F., Chen, C. H., & Lee, G. Y. (2019). An augmented reality-based learning approach to enhancing students’ science reading performances from the perspective of the cognitive load theory. British Journal of Educational Technology, 50(1), 232-247. DOI: 10.1111/bjet.12716
Larmuseau, C., Desmet, P., & Depaepe, F. (2020). Multimodal learning analytics to investigate cognitive load during online problem solving. British Journal of Educational Technology, 51(2), 544-562. DOI: 10.1111/bjet.12958
Liu, S., Xu, X., Zhang, Y., Che, X., Xie, S., Liu, B., & Yu, S. (2023). Design and effects of the teacher-student interaction model in the online learning spaces. Journal of Computing in Higher Education, 35(2), 220-244. DOI: 10.1007/s12528-022-09348-9
Macrine, S. L., & Fugate, J. M. B. (2021). Translating embodied cognition for embodied learning in the classroom. Frontiers in Education, 6, 712626. DOI: 10.3389/feduc.2021.712626
Marks, B., & Thomas, J. (2022). Adoption of virtual reality technology in higher education: An evaluation of five teaching semesters in a purpose-designed laboratory. Education and Information Technologies, 27(2), 1287–1305. DOI: 10.1007/s10639-021-10653-6
Martinez-Maldonado, R., Echeverria, V., Fernandez Nieto, G., & Buckingham Shum, S. (2021). From data to insights: A layered approach to learning analytics in embodied learning environments. Educational Technology Research and Development, 69(4), 1647-1671. DOI: 10.1007/s11423-023-10254-9
Merleau-Ponty, M. (1942). La Structure du comportement. Presses Universitaires de France.
Merleau-Ponty, M. (1945). Phénoménologie de la perception. Éditions Gallimard.
Ministry of Education. (2022). Promotion Plan for the Construction of Key Textbooks of the Ministry of Education under the Marxist Theory Research and Construction Project in the New Era (Textbook [2022] No. 1).
Mohsen, M. A., & Alangari, T. S. (2024). Analyzing two decades of immersive technology research in education: Trends, clusters, and future directions. Education and Information Technologies, 29, 3571-3587. DOI: 10.1007/s10639-023-12143-y
Poupard, M., Larrue, F., Sauzéon, H., & Tricot, A. (2025). A systematic review of immersive technologies for education: Learning performance, cognitive load and intrinsic motivation. British Journal of Educational Technology, 56(1), 5-41. DOI: 10.1111/bjet.13503
Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778. DOI:10.1016/j.compedu.2019.103778
Shapiro, L. (2019). Embodied cognition (2nd ed.). Routledge.
Sharma, K., Giannakos, M., & Dillenbourg, P. (2020). Multimodal data capabilities for learning: What can multimodal data tell us about learning? British Journal of Educational Technology, 51(6), 1450-1484. DOI: 10.1111/bjet.12993
Skulmowski, A., & Rey, G. D. (2018). Embodied learning: Introducing a taxonomy based on bodily engagement and task integration. Cognitive Research: Principles and Implications, 3, Article 6. DOI: 10.1186/s41235-018-0092-9
Taylor, C. (1985). Human agency and language: Philosophical papers 1. Cambridge University Press.
Varela, F. J., Thompson, E., & Rosch, E. (1991). The embodied mind: Cognitive science and human experience. MIT Press.
Weisberg, S. M., & Newcombe, N. S. (2017). Embodied cognition and STEM learning: Overview of a topical collection in CR:PI. Cognitive Research: Principles and Implications, 2(1), 38. DOI: 10.1186/s41235-017-0071-6
Weisberg, S. M., & Newcombe, N. S. (2017). Embodied cognition and STEM learning: overview of a topical collection in CR:PI. Cognitive Research: Principles and Implications, 2(1), 38. DOI: 10.1186/s41235-017-0071-6
Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9(4), 625-636. DOI: 10.3758/BF03196322
Yang, D. C. (2005). Merleau-Ponty’s theory of intersubjectivity. Philosophical Researches, (6), 45-52.
Ye, H. S. (2015). Body and learning: Embodied cognition and its challenge to the traditional view of education. Educational Research, 36(4), 104-114.
Ye, H. S. (2019). Embodied Cognition: Principles and Applications. China Renmin University Press.
Zhang, Y. J. (2005). The Metaphorical Body: A Study of Merleau-Ponty’s Philosophy. Fudan University Press.
Published
Issue
Section
License
Copyright (c) 2025 Suchuan Ma, Liang Wang, Jiayi Li, Xiayi Zhang
This work is licensed under a Creative Commons Attribution 4.0 International License.
