Embodied learning pedagogy highlights the interconnections between the brain, body, and the concrete environment. As a teaching method, it provides means of engaging the physical body in multimodal learning experiences to develop the students’ cognitive process. Based on this perspective, several research studies introduced different interaction modalities to support the implementation of an embodied learning environment. One such case is the use of tangible user interfaces and motion-based technologies. This paper evaluates the impacts of motion-based, tangible-based, and multimodal interaction merging between tangible interfaces and motion-based technology on improving students’ learning performance. A controlled study was performed at a primary school with 36 participants (aged 7 to 9), to evaluate the educational potential of embodied interaction modalities compared to tablet-based learning. The results highlighted a significant difference in the learning gains between all groups, as determined by one-way ANOVA [F (3,32) = 6.32, p = .017], in favor of the multimodal learning interface. Findings revealed that a multimodal learning interface supporting richer embodied interaction that took advantage of affording the power of body movements and manipulation of physical objects might improve students’ understanding of abstract concepts in educational contexts.

具身学习教学法强调大脑、身体和具体环境之间的相互联系。作为一种教学方法，它提供了让身体参与多模式学习体验的方式，以发展学生的认知过程。基于这个观点，一些研究引入了不同的交互方式来支持具体学习环境的实施。其中一种情况是使用有形的用户界面和基于运动的技术。本文评估了有形界面和基于运动的技术之间基于运动的、基于有形的和多模态交互融合对提高学生学习成绩的影响。在一所小学进行了一项有 36 名参与者（7 至 9 岁）的对照研究，与基于平板电脑的学习相比，评估具身交互方式的教育潜力。结果强调了所有组之间学习收益的显着差异，这是由单向方差分析确定的 [F (3,32) = 6.32,p  = .017]，支持多模式学习界面。研究结果表明，支持更丰富的具身交互的多模式学习界面，利用身体运动的力量和对物理对象的操纵，可能会提高学生对教育环境中抽象概念的理解。