Furthermore, we critically review recent research concerning the effectiveness of embodiment interventions and develop a taxonomy to more properly characterize research on embodied cognition.
Several taxonomies focusing on embodiment interventions in the context of education have been presented recently and will be described below.
The two dimensions for EC research, task integration and bodily engagement, can be used to distinguish embodiment interventions on a theoretical level while also providing guidance for instructional designers aiming to apply EC findings.
Therefore, one may argue that gestural congruency should be a factor to be considered in the design of embodiment interventions; yet, based on the reviewed results, we think that this aspect may not be informative enough to be used as a central classifier for EC research and should be revised.
The combination of embodiment and intervention may engage a particular aspect of spatial cognition related to representation, perception, or navigation.
Fig. 2 Plotting existing TEI systems on the design space diagram shows that different combinations of embodiment and intervention engage different aspects of spatial cognition.
The idea that TEIs can engage specific aspects of spatial cognition through embodiment and intervention leads to a refined sense of the impact of design decisions on user experience and cognition.
With these elements in mind, the design space shown in Fig. 1 can be defined for digital systems that use a dynamic combination of embodiment and intervention to engage, support, or alter some aspect of spatial cognition.
Although this conclusion seems obvious, the strong link between scale of embodiment and intervention has implications for the aspect of spatial cognition that can be engaged by any given system.
Several embodiment-based interventions have been empirically investigated, including gesturing, interactive digital media, and bodily activity in general.
