The State of Ohio recently implemented a platform where students' writing is graded by artificial intelligence (AI). This has presented a unique opportunity for our students to get immediate feedback on their work in response to texts and a prompt, shifting the educational focus from quantity of writing to the revision process and higher quality writing. While AI offers immediate feedback, the results illustrated in Figure 2 are limited to qualitative data from the established rubric, which limits the insights students gain from the process. The limitations highlight the need for a more substantial revision process to deepen learning. Incorporating peer review, often a critical step in the revision process, can help establish a community of learning. Integrating embodied cognition strategies with this community of learning will create a dynamic and interactive learning environment that facilitates deeper learning. 

Figure 2: Ohio State Test AI Writing Feedback (Cambium, 2024)

The scenario of Ethan's Journey provided below (Figure 3) brings narrative to this exploration to help us understand the educational impacts of the embodied theory and the peer review process in the classroom. 

Interpretative methods provide a framework for exploring the impact of embodied cognition on the peer review process. These qualitative methods, including discussion, observation, and reflection, are necessary to understand, discover, and question our world from those actively involved. Just as meaning can change based on experience, so can the interpretation of educational strategies and pedagogy, making each perspective critical in uncovering the impact of introducing embodiment strategies into the peer review process. The interpretative approach will shed light on the potential of embodied cognition strategies. Examining stories like Ethan's, the personal perspective of individuals can be used to uncover the concrete impacts in the classroom. Theoretical frameworks will complement the narratives, providing a diverse background of academic knowledge to help explain and add meaning to the data collected.

This study aims to uncover the impacts of embodied cognition strategies in the peer review process. Specifically, the focus is to study the effects on deeper thinking, retention, and expanding meaning through peer interactions. The study will identify and discuss the challenges of integrating embodied cognition into traditional educational practices so investigations into solutions can allow for practical application going forward. Finally, the study must explore the implications for teachers to uncover the support they need to implement embodied cognition effectively in the classroom.

Figure 6: Participating in Making Meaning (Kalantzis & Cope, 2022)

Participation in meaning-making involves three actions: representation, communication, and interpretation, which is illustrated in the image above (Kalantzis & Cope, 2020;2022). The authors advocate for a multimodal approach to be included in all meaning-making actions to allow learners equitable access to make meaning from their differing life-world experiences. The forms include text, images, space, objects, body, and sound ( Kalantzis & Cope, 2020). In their study of meaning, the authors define representation as building internal stories from old and new information. Agreeing with Cope and Kalantizs, Immordion-Yang and Knecht (2020) refer to representation as creating an internal story connecting elements from our life-world to represent our understanding of stimuli. Communication allows others to see the meaning an individual has represented in their mind, and interpretation is understanding the shared meaning Kalantzis & Cope, 2020). They insinuate that the communication process provides a window to see each person's different representations based on their knowledge and experiences. Barsalou (2008) affirms that the process is cyclical. He notes that once something is known, it changes the situated conceptualization and meaning-making of future stimuli or actions.

In the journey following Ethan (Figure 3), he likely formed an immediate internal representation of a codfish as the teacher introduced the word's meaning. Ethan now knows that cod is a type of fish, and he will have access to that information, adding to his life-world understanding that can be stored to access in other situations. However, in his interaction with the teacher, very little information was communicated to interpret meaning accurately. Likely, his representation is incorrect given cultural differences; however, since Ethan did not have the chance to reciprocate the meaning cycle, there was no further opportunity for interpretation to add to his representation of codfish. Dixon and Hawe (2017) found in their research on feedback, specifically peer review to support learning in writing, that the peer review process must be a two-way exchange of information to provide information effectively. From that reciprocating of information, individuals can receive sensorimotor, emotional, and environmental information to construct an accurate narrative that integrates old and new stimuli to be realized in the brain (Immordino-Yang & Knecht, 2020).

Figure 7: Contexts of Learning (Lim et al., 2022)

Learning through secondhand experiences requires students to learn without a point of reference, yet firsthand encounters require context to make connections (Shapiro & Stoltz, 2019). According to Maturana and Varela (1987), cognitive processes are the "evaluation of whether or not their knowledge is made, always, in a relational context" (p. 174), adding to the ideas presented by Dixon and Hawe (2017) in their work on peer review. Agreeing that our ability to understand and learn from the world is socially constructed through participation in meaning making through physical actions and sensorimotor experiences in our life-world, Lim et al. posit that this learning should be reinforced in the formal learning processes, as depicted in Figure 7.

Combining the lifeworld experiences with our formal learning environments, as represented by Figure 7, Lim et al. (2022) posit that formal learning should stem from our lifeworld experiences. The research found in the work of Cowley (2015) and Paul (2021) outlines how socially distributed cognitive systems need to play a role in peer feedback to embrace students’ lifeworlds in learning. In a world with knowledge at your fingertips, sharing the combined knowledge among peers reduces cognitive load (Aly et al., 2023), which, according to Paul (2021), allows students to reach deeper levels of learning and develop more innovative solutions that alone would not be possible. Learners constantly discover what they do not know, but working through the process to figure out what needs to be figured out (Shapiro & Stoltz, 2019) and participation in the social communication of peer review will allow each person to continually re-represent what is known in their mind, fine-tuning an accurate representation in their mind (Cope & Kalantzis, 2020). Meaning that occurs through the peer review process will provide action possibilities that directly impact a learner's perception and cognition through interaction with mind, body, and the environment (Jenkins, 2008).

Figure 8: Five Aspects of Embodiment (Hegna & Ørbæk, 2021)

Based on the early work of Edmund Husserl, a principal founder of phenomenology, Lanei Rodemeyer further developed embodiment by identifying five aspects, as depicted in Figure 8 (Hegna & Ørbæk, 2021). The interaction with mind, body, and environment are layers in the embodiment framework. Hegna & Ørbæk (2021) analyzed each layer of embodiment proposed by Rodemeyer using existing empirical research to explore the application of embodied teaching and learning in formal settings. While their research reveals a large amount of information on cognitive and discursive aspects, their findings reveal gaps in research on sensory, body, and intersubjective aspects. Rodemeyer's framework provides a lens to explore formal learning processes using embodiment cognition strategies in peer review processes.

Research conducted by Aly et al. (2023) on the efficacy of peer review, especially in diverse populations, discovered that traditional peer review methods are normative and solitary, where the reviewer’s task is to identify strengths and weaknesses. This solitary approach results in a quantitative score meant for quality control, according to researcher Cowley (2015). Cowley claims that the conventional input-output process leaves knowledge out of the equation, emphasizing right and wrong answers, often leading to confirmation bias (Paul, 2021). As Paul (2021) points out, humans tend to seek out information that supports our opinions, and without discussion and conversation with peers to see outside our representations, our work will be biased. For instance, when Ethan first learned that cod was a fish, he formed a simulation based on his perception of what a codfish may look like within the boundaries of his lifeworld. Barsalou (2008) explains that our representations are situated within the conceptualization we create, drawing on relevant information from memory. Ethan does not just see a fish; he would situate that fish among known, familiar elements, providing meaning to the new stimuli within his lifeworld, leading to confirmation bias without outside influences.

Figure 9: Ethan's Internal Stories Before (Left) and After (Right) Peer Review (OpenAI ChatGPT, 2024)

The physical layout of the classroom, the arrangement of participants, and the use of tangible materials or digital tools all contribute to the embodied experience of peer review (Wilson, 2002). Traditional education models often limit learning to teacher-centric information delivery, failing to engage with the pre-existing cognitive framework of students (Paul, 2021). In contrast, embodied cognition strategies offer an integrated approach that is more engaging and meaningful and will have long-lasting retention (Shapiro & Stolz, 2019). Kalantzis and Cope (2020) argue that making meaning through social opportunities enables an individual's emotions and experiences from a wide array of individuals and experiences to be communicated for interpretation and re-representation. For instance, a student who fishes regularly or someone interested in ichthyology can provide insights that vastly broaden Ethan’s understanding of codfish. Figure 9 illustrates how Ethan’s initial, perhaps vague, concept of a codfish evolves into a more detailed and accurate representation by engaging with a peer. This change demonstrates how embodied cognition strategies, mainly when applied in a social context, can transform and deepen student’s learning, accommodating and benefiting from the diverse experiences and perspectives of others (Aly et al., 2023).

Figure 10: Traditional Education vs. Modern Education (Gupta, 2023)

The image of a classroom can no longer be defined by traditional teacher-centered approaches, with the position of desks and chairs acting as a passive placeholder for students to be contained (Figure 10). Instead, modern education necessitates that learning spaces be reimagined as dynamic ecosystems that play a role in the learning process through physical and sensory engagement through choices of spatial layout and materials used by students and posted around the room (Figure 10) (Shapiro & Stoltz, 2019). The environment must be available as an active participant in the learning cycle as it is inseparable from mind and body in cognitive processing (Varela et al., 1991).

Pedagogical methods must move beyond conventional lecture-based instruction models. According to Barsalou (2008), incorporating physical activities and sensorimotor experiences is central to learning and should include engaging with physical objectives and utilizing the environment to enhance learning and retention. Applying dual coding techniques to instructional practices incorporating visual and physical elements into curriculum design enhances engagement and meaning-making (Paivio, 1986). Educators must present the peer review process as an opportunity to make meaning by connecting each individual's prior knowledge rather than working as a gatekeeper of whether the work is high quality (Cooper, 2009). Technology can provide us with all of the knowledge acquisition needed; however, the opportunity to connect multiple perspectives of meaning to create something deeper and more meaningful is only possible for the social learning provided by doing peer review and feedback (Paul, 2021). As Paul argues, this will enhance decision-making, inferencing, reasoning, and problem-solving skills.

Agreeing with Lim et al. (2023), Shapiro and Stoltz (2019) advocate for training that encompasses the pedagogical implications of embodied cognition, equipping teachers with the skills to create learning experiences that use semiotic modes to express meaning. This shift highlights the need for educators to adopt a more flexible and creative mindset in their teaching strategies, valuing experiential learning and student engagement as central to the educational process (Pau, 2021). Expectations for student participation in making meaning must also be redefined to acknowledge the diverse ways students engage with and process information (Aly et al., 2023). Aly et al. state that students need to be immersed in embodied cognition strategies as they learn, affording them learning autonomy as they grow as learners and breaking down cultural barriers and bias by presenting it as an opportunity to have an open dialogue in an environment built to make meaning from each other using multimodal tools. Ethan may discover a connection with other students by allowing shared communication and interpretation. Even more likely, the other students will gain valuable knowledge to re-represent their understanding of fish, as Ethan shares.

An analytical lens is critical to the discussion on embodied cognition in education. The interpretative methods applied to studying this will expand understanding of these theories and may reveal the practical implementation of embodiment in educational practices. Studying the experiences of learners and teachers from narratives, observations, and interpretations of that data can help bridge the gap between theory and practice.

Figure 11: Designing for Embodied Being-in-the-World (D4EB) (Van Dijk, 2018)

Figure 11 illustrates that what we know results from all we encounter through our body and life-world interactions (Van Dijk, 2018). Integrating embodied cognition strategies into peer review and broader educational practices suggests a shift in understanding and facilitating learning with profound implications for educational theory and practice. Implementing activities such as building, sharing, debating, and others (see Figure 12 below) will afford students autonomy in their learning journey (Immordino-Yang & Knecht, 2020). Reflecting on these implications reveals avenues for enriching teaching methodologies and curriculum design and identifying promising directions for future research.

Shapiro and Stoltz (2019) advocate for implementing embodiment strategies in education, emphasizing the need for a balanced partnership between teachers and students to achieve learning objectives effectively. The teacher needs to understand how to integrate the environment and body into the cognitive processes of the mind, which will require a pedagogical shift, according to Lim et al. (2022). In their work, they present a metalanguage that can incorporate the life-world of students into the required learning objectives using their multiform theory to make meaning. According to Verela et al. (1991), students must be taught how to interpret the information they receive and use that self-awareness in their work. In accordance with these ideas, students will need guidance and support to learn how to use objects and the environment as tools to store information and construct meaning. Students must engage in physical and sensory learning to enhance learning outcomes (Shapiro & Stoltz, 2019).

In traditional educational models, feedback is often viewed simply as a transfer of information from teacher to student, focusing primarily on internal cognitive processes (Cowley, 2005). Shapiro and Stoltz (2019) suggest that understanding feedback through the lens of embodied cognition and embracing sensory inputs, emotional responses, and physical engagement with the environment will require educators to move beyond basic instruction. Assignments need to be reimagined to afford students the opportunity to communicate the internal representations they create from their experiences (Lim et al., 2022). In turn, instead of being a passive receiver of information, they must actively participate in interpreting the meaning made by their classmates (Lim et al., 2022). The peer review process is uniquely situated to allow this process to take place. The integration of embodiment strategies in peer review and feedback, including the use of objects to represent concepts and gestures, can enhance the depth of understanding and retention (Barsalou, 2008).

Empirical studies, such as those conducted by Määttänen (2015), have shown that teaching strategies, incorporating embodied cognition, including the use of tangible, enhance educational effectiveness and student engagement. Shapiro and Stoltz (2019) articulate how embodied cognition strategies can transform educational practices by fostering a learning environment that encourages physical and sensory engagement. As active participants in this social exercise, students are both users and generators of feedback information for themselves and others, fostering collaboration and empathy among students (Dixon & Lowe, 2017). Engaging in discursive and intersubjective experiences can break down barriers, encouraging a more open and respectful exchange of feedback and awareness of cultural differences (Aly et al., 2023). Other social theorists like Lave and Wenger (1991) provide additional evidence on implementing the theory of embodied cognition into the classroom through peer review. Their research suggests that a classroom environment conducive to social learning, characterized by strategic spatial arrangements and multimodal tools, can amplify the impact of peer review. These settings enhance the peer review process by enabling learners to actively participate in making meaning.

Shapiro and Stoltz (2019) argue that providing verbal feedback while simultaneously referring to text sections and drawings or using hand gestures to describe ideas results in more impactful feedback. This social process requires both learners to work through the meaning-making cycle (Lim et al., 2022) through their shared perspectives (Maturana & Varela, 1987). Unlike traditional methods, the active engagement of both cognitive and physical actions facilitates deeper cognitive processing, which aids in the retention of feedback (Paivio, 1986) and "may be a cornerstone of knowledge production" (Cowley, 2015, p. 7). Isolated learning and teacher-directed lectures do not engage learners (Paul, 2021). After all, we are by human nature prone to argue, and with the right mindset, according to Paul (2021), we can constructively use discussion with peers to argue what we know, honing in on what we need to correct, clarify, and make better decisions, becoming more effective learners. Research conducted by Dixon and Hawe (2017) identifies that participation through peer review facilitates collaborative learning and improves writing skills through the exchange of feedback.

Building on this, sensory experiences such as using objects or artifacts during the peer review and feedback process provide more accurate ways to communicate meaning for interpretation without limitations to text or speech (Lim et al., 2022). Similar to the ways peers can share the cognitive load (Paul, 2021). Pouw, Van Gog, and Paas (2014) ascertain that objects can be used to temporarily "store" information in an object that can be referred to later, essentially functioning as working memory. In this meaning-making process, objects provide a consistent reference point, facilitating knowledge construction and enabling learners to visualize new concepts through physical interaction with the environment (Barsalou, 2008). Barsalou supports this view, suggesting that learners, at any level, can attach meaning to an object or use an object to perform role play, which can then simulate connections to other contexts.

The affordances provided by such embodiment strategies permit learners to assign meaning to objects, use text such as notes to store meaning, or assign locations in a room to function as the working memory for concepts (Barsalou, 2008). Varela (1999) notes that cognition is a balance between our brain and body, emphasizing the importance of environmental affordances in concept development. Barsalou (2008) and Pouw et al. (2014) agree that sensorimotor patterns allow individuals to develop concepts that are used to create simulations to make meaning in other situations (Barsalou, 2008; Pouw et al., 2014).

Figure 12: Example Strategies of Embodiment (Hegna & Ørbæk, 2021; Bonwell et al., 1996; Srinivasa, 2022)

Integrating embodiment strategies into the process can profoundly influence learning outcomes (Shapiro & Stoltz, 2019). The table above (Figure 12) provides practical examples of embodiment strategies from the research of Hegna & Ørbæk (2021) and Bonwell et al. (1996).

For example, working in a small group to facilitate conversation and guide physical interactions will stimulate cognitive processing skills such as perception, attention, and memory (Varela, 1991). Varela argues that arranging students in circles or small groups is a simple intersubjective embodiment strategy that facilitates face-to-face interactions and enhances the exchange of ideas and feedback by engaging the mind and body in the established environment. Barsalou (2008) discusses his theory on object affordances, which suggests that using manipulatives such as printed drafts, digital tablets, or objects that represent the work adds a sensory aspect to cognitive tasks, which leads to a more accurate perception of content. While the scenario with Ethan does not demonstrate peer interaction, it does underscore the possibilities that shared perspective can have on cognitive development. In Ethan's experience, embodiment strategies could allow him to hear about codfish through storytelling, songs, sharing images, physically seeing and touching a codfish, or more. This would add meaning to his conceptualization and provide opportunities for correction and re-representation.

Kalantzis and Cope (2020) argue that when meaning cannot be shared with the amodal symbols of language, multimodal mediums such as objects, pictures, bodily movements, sounds, and space references allow better communication and a more straightforward interpretation of meaning. Continuing their claim, they state that affordances provided by using multiforms of communicating through the transposition of grammar will further develop the knowledge that can be shared between peers. Ethan could demonstrate high levels of knowledge using aspects other than cognitive embodiment, such as images, drawings, and other non-verbal communication methods. However, like Ethan, many students need help accessing information through language and require other semiotic modes beyond text, such as space, body, images, and sound (Lim et al., 2022).

Incorporating embodiment strategies, such as those seen in Figure 12, provides learners with multimodal opportunities to learn, increasing engagement and retention more effectively than traditional, passive review sessions, promoting sustained focus and thoughtful reflection (Paul, 2021). According to the research conducted by Dixon and Hawe (2017), students found that with access, time, and space, they could explain and elaborate on work, ask questions, and improve their work. This emphasis on multimodal communication sets the stage for a deeper exploration of how peer review when integrated with embodied cognition strategies, can create a collaborative community for exploration, as seen in the video below.

Figure 13: Peer Critique: Creating a Culture of Revision (2006)

Additional examples of bodily, cognitive, and intersubjective experiences of embodiment strategies can be seen in the video "Peer Critique: Creating a Culture of Revision" (Video 2). The social process supported by Cowley (2015), Aly et al. (2023), and Dixon and Hawe (2017) are modeled as students exchange verbal and written feedback using multimodal cues such as graphic organizers, group work, hand models, and reference the work on the paper. Other embodiment strategies, primarily cognitive aspects, were evident throughout the video, such as students underlining the text, annotating, and role-playing (Peer Critique, 2006). Such approaches highlight the ubiquitous movement between social and cognitive orientations in learning, where the learner not only functions to improve writing skills but also as an active participant in meaning-making with their peers (Kalantzis & Cope, 2020; Lim et al., 2022). Other strategies that would encompass the embodiment of learning might be sharing their interpretation of their peers' work through drawings or diagrams leveraging dual coding theory ideas to enhance comprehension and learning (Paivio, 1986).

While embodied cognition in education has its proponents, critical voices also present challenges to its application and theoretical ideas, especially in the context of peer review and writing classrooms.

Successful integration of embodied cognition in the classroom faces several roadblocks and warnings that educators must navigate (Dixon & Hawe, 2017). In their research, Dixon and Hawe found that clear expectations of reciprocal conversation must be set and upheld continually. Additionally, their study found that the importance of trust within the school context must be fostered to build student confidence in sharing their work and giving and receiving feedback. The specificity of the right environment where students are willing to argue and debate for their own ideas while having a willingness to listen to feedback on where they went wrong requires a growth mindset (Paul, 2021) that must be modeled and reinforced, according to Dixon and Hawe. Additionally, Shario and Stoltz (2019) point out that in a world driven by data metrics, measuring tools do not readily exist to assess the effectiveness of embodiment techniques where exploration is a priority over right and wrong answers. The lack of explicit strategies ready for implementation and training for educators makes this an intense challenge, alongside the issue of appropriately assessing embodied learning outcomes (Shapiro & Stoltz, 2019).

Traditionally, the input-output methodology of peer review serves as a checkpoint in quality with little value on the process, leaving critics to suggest that the implementation may encounter resistance due to the complex integration of mind, body, and environment required to represent peer review as a social process (Cowley, 2015). Richard Mayer (2009) criticizes the aim of embodied cognition by claiming that it does not match the realities of classroom practices, calling for a more evidence-based approach. Shapiro and Stoltz (2019) speak to this resistance in the field of education, demonstrating that the complexity of an embodied peer review process, in addition to a lack of resources and assessment, questions the priority currently on mastery of discipline-specific knowledge. Supporting the ideas expressed by Shaprio and Stoltz, Aly et al. (2023) and Dixon and Hawe (2017) argue that lack of teacher training in the awareness of embodiment strategies and the impacts on learning suggest teachers do not have the pedagogical skills needed to support bringing the lifeworld context into a multimodal setting of peer discourse.

Reviewing and providing feedback to peers requires a specific learning environment where students are comfortable expressing opinions and receiving critical feedback (Aly et al., 2023). Sharing, debating, and arguing a point may be more engaging, according to Paul (2021). However, it often requires more time, and the teacher must be willing to release some control over knowledge acquisition and permit student interaction (Dixon & Hawe, 2017). The lack of training available and required in teacher preparation programs uphold the “gatekeeping function of peer review,” according to Aly et al. (p. 3552), where conventional methods also can endorse the value of reaching academic goals with measurable outcomes and processes that are already established (Cowley, 2015). Not only do educators need training, but as Aly et al. (2023) state, for students engaging in peer review, there is no explicit instruction on their role and expectations. Aly et al. explain that the “hidden curriculum” (p. 3550) that currently drives peer review processes does not account for the diversity of the population. They propose establishing norms and systems that support the needs of diverse learners, such as the metalanguage proposed by Lim et al. (2022).

Despite these criticisms, strategies utilizing embodied cognition have transformational potential in education to create opportunities for deeper thinking and meaning-making (Paul, 2021). Current peer review processes set knowledge aside in favor of quality control (Cowley, 2015). It is clear that embodied cognition would be a complex process disrupting many traditional systems (Shapiro & Stolz, 2019), and integration of embodied cognition into education, particularly in writing and peer review, requires careful consideration of these criticisms to develop effective, responsive teaching strategies that can navigate the obstacles presented (Dixon & Hawe, 2017).

We can be certain that, between language barriers and cultural differences, Ethan walked away from this lesson with an incorrect or incomplete representation of a codfish since he was not provided the opportunity to participate in the process of making meaning of the new term. Although the example demonstrates dialogue with a teacher and not a peer, adding in just one multimodal, embodied strategy to this teaching moment, like an image or reference to a space, would have dramatically increased the probability that Ethan would create a more accurate representation and retain the knowledge of what a codfish is, allowing him to connect it to future learning opportunities.

Integrating embodied cognition strategies into peer review and broader educational frameworks suggests a significant transformation in our approach to teaching and learning, moving beyond experiences that focus on the mind only (Shapiro & Stoltz, 2019). Such an approach will reshape our theoretical understanding and have notable impacts on practice, requiring modern teaching methodologies and curriculum designs that prioritize experiential and interactive learning opportunities (Wilson, 2002). Engaging students in activities that leverage affordances to share knowledge encourages deeper learning and autonomy in their learning journey (Immordino-Yang & Knecht, 2020).

Figure 14: Opening the Black Box (OpenAI Chat, 2024)

Reflecting on the “black box” metaphor by Lisa Feldman (Figure 4), it is evident that embodied cognition is one way we might open up the box and venture beyond traditional brain-bound methods, according to Paul (2021). This metaphor is a symbol representing the need to move toward acknowledging and incorporating the coupling of the body and environment in the learning process. Such a perspective is essential for developing educational practices that reflect inclusive and effective environments recommended by cognitive researchers such as Aly et al. (2023), Cowely (2015), and Dixon and Hawe (2017). However, more research is required to understand the full impact of embodied teaching and learning strategies.

Although embodiment strategies, such as those presented in Figure 12, can be challenging and complex, the long-term impact on students is significant. For instance, exploring comparative studies that evaluate the effectiveness of different embodied learning strategies across various disciplines and age groups would offer insights into which strategies are most beneficial for specific learning objectives and contexts. Studying how peer review and embodiment strategies work across different content areas and diverse learning settings would provide valuable information for developing training to prepare teachers and students better. Investigating the long-term impact of embodied learning strategies on students' academic performance, engagement, and cognitive development represents another vital research area. Such research could build on Barsalou's (2008) grounded cognition framework theory and the multimodality theories of Cope and Kalantizs (2020), examining how different modes of engagement strategies will impact learning outcomes for students like Ethan.

Transforming peer review is one step toward a new version of education where students have opportunities to use multimodalities to communicate and interpret meaning. Knowledge acquisition can step outside the “black box” of traditional brain-bound cognitive approaches and incorporate the body and environment into learning. We do not learn the same, and we do not think the same (Lim et al., 2022). These ideas are combined with our experiences and perspectives. Like Ethan, learners will learn more, go deeper, and make better connections if a different approach to learning is practiced. There is an urgent need for research to focus on practical application that benefits all learners and embraces the complexity of integrating mind, body, and environment.