Background: Positive effects of embodied cognition and physical activity on executive functions, well-being and learning outcomes, have been found in toddlers and elementary school children. So far, embodied cognition in adolescents has not received much research attention. The aim of this study was to examine whether embodied cognition within a classroom context positively affects executive functioning, academic well-being and learning outcomes in adolescents.
Methods: A 5-week pilot study was performed in 4th grade secondary school with 16 students performing cognitive and motor exercises using a SenseBall© while learning and 26 other 4th graders attending class without the embodied cognition training. Pre- and post-tests were administered in both groups to determine students' executive functions and well-being. The intervention’s impact was assessed on learning outcomes for Biology, French and
Results and conclusion: Embodied cognitive training showed positive but limited effects in terms of adolescents' working memory, satisfaction, social relationships, pedagogical climate and learning outcomes for French and Geography. Hence, this study may potentially contribute to insights within cognitive processes intertwined with learning processes in adolescents.
Lindsay Everaert, Hasselt University, Belgium
Hannelore Bové, Hasselt University, Belgium
Kris Janssens, Hasselt University, Belgium
Ruth Stevens, Hasselt University, Belgium
Wim Tops, Hasselt University, Belgium
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To cite this article:
Everaert L., Bové H., Janssens K., Stevens R., & Tops W. (2023) Embodied Cognition: A Strength for Adolescents’ Academic Achievement and Well-Being in the Classroom? ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2023 Official Conference Proceedings https://doi.org/10.22492/issn.2189-1036.2023.4
To link to this article: https://doi.org/10.22492/issn.2189-1036.2023.4
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