Editing Embodiment Principle (section)

=='''Evidence'''==

====Learning through hand gestures====

The learning through the effective use of embodiment principle is important as learning by enacting relevant gestures is more effective than observing them, as it helps enacting transforms the spatial orientation of the task <ref> Goldin-Meadow, S., Levine, S. C., Zinchenko, E., Yip, T. K., Hemani, N., & Factor, L. (2012). Doing gesture promotes learning a mental transformation task better than seeing gesture. Developmental Science, 15(6), 876–884. </ref> This learning is not only restricted to kids, but even adults learned better about in a study by Cherdieu et al <ref> Cherdieu, M., Palombi, O., Gerber, S., Troccaz, J., & RochetCapellan, A. (2017). Make gestures to learn: Reproducing gestures improves the learning of anatomical knowledge more than just seeing gestures. Frontiers in Psychology, 8, 1689. </ref>

====Learning through finger tracing====
While finger tracing can help people learn and remember information, it is not clear if it reduces cognitive load while learning. While eye-tracking data concluded that pointing and tracing guides learners visual attention, it did not directly translate into meaningful learning outcomes. Hence deeper research is required by isolating learning through finger tracing and its impact on reducing cognitive load or fostering meaningful learning <REF> de Koning, B. B., Tabbers, H. K., Rikers, R. M., & Paas, F. (2010). Attention guidance in learning from a complex animation: Seeing is understanding? Learning and Instruction, 20(2), 111–122. </REF>

====Learning through manipulatives====
Manupulatives are objects, external to the students body, that can help learners understand a new idea by offloading the knowledge on the object and relating them to more familiar experiences. For example, when reading stories set in different scenes (farm, space), learners learnt better from the support of toys (barn tractor) as it enganced recall of the stories. Learners who received the physical manipulation learnt better than without <ref>Glenberg, A. M., Gutierrez, T., Levin, J. R., Japuntich, S., & Kaschak, M. P. (2004). Activity and imagined activity can enhance young children’s reading comprehension. Journal of Educational Psychology, 96(3), 424–436. </ref>

Similarly, learners also use "currency notes" while solving puzzles or learning addition and subtraction. The goal of learning manipulatives is to help understand the analogies between abstract concepts (addition and subtraction) and meaningful objects (give and take of money) so that students can [[transfer]] their learning into new situations