Review of research on the outcomes of embodied and collaborative learning in STEM in higher education with immersive technologies

• Published in: Journal of computing in higher education Vol. 37; no. 3; pp. 1161 - 1198
• Main Authors: Mira, Hajj-Hassan, Chaker, Rawad, Maria, Impedovo, Nady, Hoyek
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.09.2025; Springer Nature B.V; Springer Nature Switzerland
• Subjects: Achievement Gains; Active Learning; Cognition & reasoning; Cognitive Processes; Collaboration; Collaborative learning; Computer Science; Cooperative Learning; Education; Educational Environment; Educational Objectives; Educational research; Educational Technology; Embodied cognition; Emerging Technologies; Followup Studies; Group Activities; Group Dynamics; Higher Education; Humanities and Social Sciences; Influence of Technology; Informal Education; Information Processing; Instructional Design; Interdisciplinary subjects; Interpersonal Relationship; Knowledge; Learner Engagement; Learning; Learning Activities; Learning and Instruction; Learning Strategies; Learning Theories; Literature Reviews; Long Term Memory; Machine Learning; Mathematics education; Outcomes of Education; Science education; Skills; Social interaction; STEM education; Students; Teaching; Technology education; Young Children; Collaboration-social interaction; STEM education; Embodiment; Virtual reality; Embodiment Collaboration-social interaction Virtual reality STEM education
• ISSN: 1042-1726; 1867-1233
• DOI: 10.1007/s12528-024-09418-0

In recent years, embodied learning has gained currency in the field of education, allowing interactivity between users, thus contributing to collaborative learning in the flow of embodied immersive technology. Evidence based studies conducted in this field tackled the effectiveness of this approach on students’ performance and learning outcomes in children’s education. However, scarcity of scoping reviews treating the outcome of using embodied collaborative learning on higher education students’ performance was detected. Considering the relevance of building a theoretical background guiding further research in this current field, this meta-analysis was conducted to fill the gap. This article describes the current issues on research about embodied collaborative learning in STEM education in XR learning settings to identify advances and gaps. Published papers between 2013 and 2023 were selected from educational databases, identifying 12 documents related to the subject of interest of this meta-analysis. Results show that embodied learning have positive impact on social interactivity and collaboration between students. Positive impact on students’ academic outcomes was also detected. Alongside with the preceding, embodied collaborative learning has a positive impact on overall students’ social flow (motivation, cohesion, emotions, interaffectivity, satisfaction). This article presents a theoretical background for embodied collaborative testing tools based on embodied social presence and collaboration practical criteria.