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control group, the children studied mathematics and language as they had done for
many years, i.e., in a sedentary way. After 2 years, the findings indicated better
achievement by the experimental group in solving mathematics exercises quickly, in
mathematics knowledge, and in spelling.

Providing Kinesthetic Information
Mindful movement activates the kinesthetic perception that gives the learner
unique information about the position of the body in its environment, the position
of each part of the body, changes in the position of the body or any of its parts, the
weight of objects in relation to the body, and the size of objects and their position
in relation to the body (Shoval et al., 2014). As an example, let’s use this question:
“What is the projected course of an object that is accelerated in a circle?” The
information provided by one’s perception of movement regarding how gravity acts
on a sphere, the speed at which it moves, and, most importantly, the forces acting
upon it is very relevant if we are to answer the question. One can expect that physical
contact with the environment, i.e., physically moving the object in a circle, would
provide additional kinesthetic information, increasing learning when information
provided by conventional audio-lingual perceptions with typical academic learning
is not sufficient (Shoval et al., 2018).
In a study on embodied learning, Johnson-Glenberg et al. (2014) allowed students
to learn at different levels of movement integration. At the low level of integration,
children were only allowed to watch animation. The second level allowed children
to do a computer activity simulation while sitting. At the third level, movement was
incorporated in sitting, and at the fourth level, movement was incorporated that also
included reference to space. The researchers found that learning at a high level of
movement involvement and combining that involvement with movement perception
were most effective. Many studies have repeated these findings, at all ages from 3 to
adulthood (Mavilidi et al., 2015; Mavilidi, 2016).
Skulmowski and Rey (2018) analyzed more than 100 articles dealing with the
relationship between movement and learning from the perspective of embodiment.
From their meta-analysis, they suggested a taxonomy to assess the contribution of
the movement task to academic learning in two dimensions. One dimension is the
integration of a movement task in academic learning. The more the task is integrated
into academic processes, the higher its contribution to learning; the more incidental the
task, the less opportunities it provides for learning. The second dimension is the level
of physical involvement. The more movement the body performs, the more perceptual
information the movement provides, contributing to greater learning. The more one
sits without movement, the less relevant perceptual information is provided, thus
limiting a contribution to learning. Accordingly, the strongest opportunity for learning
occurs when a high level of bodily activity is integrated into the learning task.
To illustrate, consider this example of helping students process information about
a rhombus. A rhombus can be offered to children in a sitting position as part of a
learning task to draw rhombuses (integrated task with low bodily engagement). The
children could, alternatively, sit in front of a computer and use the mouse to mark a
V next to the shapes that are rhombic (incidental task with low bodily engagement).
The students could move forward in space and, when the teacher announces “Stop,”
students could move to and stand on a rhombus drawn on the floor (incidental task
with high bodily engagement). Finally, the students might create with their body—
while lying down, sitting, and standing—the shape of a rhombus (integrated task

20 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators