Embodied learning, learning while executing physical activities, is effective, but understudied in secondary education. Furthermore, classrooms often lack space for movement, making it challenging for pupils to engage in embodied learning. To stimulate learning through design, designers can rely on the affordance theory. The current study examines (1) which spatial parameters hamper or facilitate embodied learning, and (2) what learning affordances pupils see and anticipate on in their current secondary school environment to engage in embodied learning. Three qualitative methods were executed. The study revealed that pupils can access the properties of objects or spaces that might hamper or facilitate embodied learning. However, pupils struggle to recognize opportunities for movement in spaces outside the classroom, suggesting that the learning environment seems to be delineated and does not cover the entire school environment according to pupils, hindering their ability to engage in movement and learning.
A Wed, study studied this question.