Thus, we conclude that immersion should not be regarded as one of the central factors for a taxonomy of embodiment research in the context of learning.
Thus, despite their low bodily engagement, we consider such studies as examples of embodiment research as they illuminate our understanding of the role of human movement in learning (see de Koning & Tabbers, 2011, for a similar perspective that includes minimal bodily movement).
More generally, the taxonomy and review presented here offer researchers from more basic fields insights into the findings and challenges within more applied fields of embodiment research.
However, the concept of task integration with a spectrum ranging from integrated to incidental is more general and thus can be applied to more types of embodiment research than gestural congruency.
The approach developed by Johnson-Glenberg et al. (2014) appears to be more appropriate for the analysis of educational embodiment research as it pertains to more basic building blocks of embodiment theory, such as the role of different types of movement (for an overview of the role of movement in EC, see Koziol, Budding, & Chidekel, 2012).
The reviewed literature suggests an enormous diversity of research questions and embodiment implementations when translated to learning and educational settings (see also Skulmowski & Rey, 2017b).
The proposed taxonomy of educational embodiment research highlights the possibilities and challenges involved in translating basic embodiment research into application.
As such, we claim, it deals with the embodiment of the so-called "internal goods" of research.
Bodily engagement and related notions of motor activation have been proposed as major characteristics of (educational) embodiment research in existing classification systems (e.g. Clifton et al., 2016; Johnson-Glenberg et al., 2014, 2016).
Although our central purpose is an explication of GEMC theory and the role of action-cognition transduction, the theory-based video game design reveals the potential of GEMC to improve STEM education, and highlights the complex challenges of connecting embodiment research to education practices and learning environment design.
Recent research on the "embodiment of emotion" implies that experiencing an emotion may involve perceptual, somatovisceral, and motor feedback aspects.
