The existing literature provides limited empirical support for the contemporary embodied learning taxonomies. Therefore, it is unknown how much embodiment is needed for optimal learning. To fill the gap, we manipulated the degree of embodiment when students read a multimedia science material. A total of 90 eighth-grade students were randomly assigned in equal numbers to the three conditions: the high embodiment condition, the low embodiment condition, and the no embodiment condition. The results showed that high embodiment led to optimised retention and transfer, reduced intrinsic cognitive load, and enhanced germane load and intrinsic motivation compared to no embodiment. However, the benefits of low embodiment were somewhat mixed. Except for transfer and perceived value, there were no significant differences between the low embodiment condition and the no embodiment condition. These findings are discussed in terms of the implications, limitations, and future directions.
Hu et al. (Thu,) studied this question.