Embodied learning in the digital age: assessing the impact of gesture-based educational technology on working memory capacity, spatial reasoning, and engagement

Embodied cognition theory underscores the close coupling of bodily action and cognition, suggesting that learning can be strengthened when language is enacted. However, in English as a Foreign Language (EFL) education, the instructional value of gesture-based digital interfaces remains underexamined beyond vocabulary outcomes, particularly in relation to working memory capacity, spatial reasoning, and learner engagement. Addressing this gap, the present study examined how gesture-mediated interactions shape cognitive and affective outcomes in an EFL context using a convergent parallel mixed-methods design. A total of 143 Grade 12 students participated in the study, with 74 were allocated to the experimental group (EG) and 69 to the control group (CG). Over a period of six weeks, EG participated in language tasks using Leap Motion, while CG received traditional instruction. Using a convergent parallel mixed-methods design, we administered three validated scales pre/post and collected open-ended responses from the experimental group; findings were integrated to interpret convergent quantitative and qualitative patterns. Working memory capacity, spatial reasoning, and engagement were measured using validated scales The quantitative analyses indicated that EG made significantly larger improvements in working memory capacity, spatial reasoning, and engagement compared to CG. Qualitative narratives supported these findings, highlighting increased motivation, deeper understanding, and greater agency among participants in EG, despite some initial technical challenges. These results approve that gesture-based instruction may offer a promising approach for enhancing EFL instruction, boosting cognitive abilities and strengthening classroom engagement.