What If We Look at the Body? An Embodied Perspective of Collaborative Learning

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The bodily experiences and implications of understanding the functioning of the human brain–body mechanism has been a center of attention in the field of cognitive neurosciences for over two decades. Research in this field has enlarged the theories of learning and development, and contributed to changes in educational practices involving language processing, mathematics, and spatial thinking; however, these changes have not yet been applied to the analysis of transversal competencies such as collaborative learning. The aim of this paper is to bridge the theoretical and applied advances in the field of embodied cognition, specifically collaborative learning. The definitions, theoretical frameworks, and current methodological approaches in the field of collaborative learning are reviewed, with a particular focus on those studies that have investigated interactive dynamics in collaborative situations. The need to take the field further by exploring the theoretical perspective of embodied cognition as a possibility that can open the field is also presented. The relevance of investigating learning in groups by analyzing bodily engagements and intersubjectivity is demonstrated and methodological considerations are raised.

Original languageEnglish
Pages (from-to)1455-1473
Issue number4
Early online date19 Mar 2021
Publication statusPublished - Dec 2021
Publication typeA2 Review article in a scientific journal


  • Collaborative learning
  • Embodied cognition
  • Learning in groups
  • Nonverbal communication

Publication forum classification

  • Publication forum level 2

ASJC Scopus subject areas

  • Developmental and Educational Psychology


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