Editing Cognitive load (section)

==Embodiment and interactivity==
Bodily activity can both be advantageous and detrimental to learning depending on how this activity is implemented.<ref name="Skulmowski & Rey">{{cite journal |last1=Skulmowski |first1=Alexander |last2=Rey |first2=Günter Daniel |title=Embodied learning: introducing a taxonomy based on bodily engagement and task integration |journal=Cognitive Research: Principles and Implications |date=7 March 2018 |volume=3 |issue=1 |page=6 |doi=10.1186/s41235-018-0092-9 |pmid=29541685 |pmc=5840215 |doi-access=free }}</ref> Cognitive load theorists have asked for updates that makes CLT more compatible with insights from [[embodied cognition]] research.<ref>{{cite journal |last1=Paas |first1=Fred |last2=Sweller |first2=John |title=An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks |journal=Educational Psychology Review |date=6 September 2011 |volume=24 |issue=1 |pages=27–45 |doi=10.1007/s10648-011-9179-2 |doi-access=free |hdl=1765/31101 |hdl-access=free }}</ref> As a result, Embodied Cognitive Load Theory has been suggested as a means to predict the usefulness of interactive features in learning environments.<ref name="Skulmowski et al., 2016">{{cite journal |last1=Skulmowski |first1=Alexander |last2=Pradel |first2=Simon |last3=Kühnert |first3=Tom |last4=Brunnett |first4=Guido |last5=Rey |first5=Günter Daniel |title=Embodied learning using a tangible user interface: The effects of haptic perception and selective pointing on a spatial learning task |journal=Computers & Education |date=January 2016 |volume=92-93 |pages=64–75 |doi=10.1016/j.compedu.2015.10.011 |s2cid=10493691 }}</ref> In this framework, the benefits of an interactive feature (such as easier cognitive processing) need to exceed its cognitive costs (such as motor coordination) in order for an embodied mode of interaction to increase learning outcomes.