The synergy of embodied cognition and cognitive load theory for optimized learning

Liye Zou; Zhihao Zhang; Myrto Mavilidi; Yanxia Chen; Fabian Herold; Kim Ouwehand; Fred Paas

doi:10.1038/s41562-025-02152-2

The synergy of embodied cognition and cognitive load theory for optimized learning

Nat Hum Behav. 2025 May;9(5):877-885. doi: 10.1038/s41562-025-02152-2. Epub 2025 Mar 21.

Authors

Liye Zou^{1

2

3}, Zhihao Zhang⁴, Myrto Mavilidi^{5

6

7}, Yanxia Chen^{4

8}, Fabian Herold⁹, Kim Ouwehand¹⁰, Fred Paas^{10

11}

Affiliations

¹ Body-Brain-Mind Laboratory, School of Psychology, Shenzhen University, Shenzhen, China. liyezou123@gmail.com.
² School of Sport and Brain Health, Nanjing Sport University, Nanjing, China. liyezou123@gmail.com.
³ College of Physical Education and Science, East Normal China University, Shanghai, China. liyezou123@gmail.com.
⁴ Body-Brain-Mind Laboratory, School of Psychology, Shenzhen University, Shenzhen, China.
⁵ School of Education, Faculty of Arts, Social Sciences and Humanities, University of Wollongong, Wollongong, New South Wales, Australia.
⁶ Australian Research Council Centre of Excellence for the Digital Child, Kelvin Grove, Queensland, Australia.
⁷ Department of Psychology, School of Social Sciences and Humanities, University of Limassol, Nicosia, Cyprus.
⁸ Department of Physical Education, Shanghai Jiaotong University, Shanghai, China.
⁹ Research Group Degenerative and Chronic Diseases, Movement, Faculty of Health Sciences Brandenburg, University of Potsdam, Potsdam, Germany.
¹⁰ Department of Psychology Education and Child Studies, Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, Rotterdam, the Netherlands.
¹¹ School of Education, University of New South Wales, Sydney, New South Wales, Australia.

PMID: 40119235
DOI: 10.1038/s41562-025-02152-2

Abstract

The integration of embodied cognition and cognitive load theory offers a promising framework for advancing educational practices. Cognitive load theory emphasizes the constraints of working memory and the importance of managing cognitive load through effective instructional design. Embodied cognition highlights the role of physical actions, such as gestures, object manipulation and whole-body activities, in enhancing cognitive processes. This Review highlights the importance of bridging these frameworks by exploring their theoretical foundations and synthesizing empirical evidence on the benefits of physical actions in learning. Here we present the introduction of the relevance-integration taxonomy as a transformative advancement in embodied cognition research, offering new perspectives for educational interventions. Additionally, we identify current gaps in cognitive load theory applications and propose future research directions to unify these approaches, aiming to optimize learning outcomes across diverse educational settings. This work has broad implications for advancing evidence-based instructional design.

Publication types

Review

MeSH terms

Cognition* / physiology
Humans
Learning* / physiology
Memory, Short-Term* / physiology
Psychological Theory*