Human movement plays a foundational role in cognition and learning. This topical collection brings together theoretical and empirical work examining how gestures, physical activity, and virtual movement enhance learning in language, multimedia, and activity-based learning. Regarding language learning, interacting with virtual object improves vocabulary learning, especially for learners with low language aptitude. Additionally, emotional narratives support memory more effectively than neutral ones, while instructed gesturing may hinder recall for some learners. In multimedia learning, pointing improves attention and comprehension, whereas tracing can impede learning due to cognitive overload. For activity-based learning, theoretical contributions offer frameworks for integrating movement into learning tasks, emphasizing mechanisms such as generative learning, social cognition, and offloaded processing in areas ranging from digital education to stimming behaviors. Together, these studies offer insights for designing effective, movement-based instruction across diverse learning environments and populations, underscoring the dynamic relationship between bodily action and cognitive development in education.

人体运动在认知和学习中起着基础性作用。这个主题集合汇集了理论和实证工作，研究了手势、身体活动和虚拟运动如何增强语言、多媒体和基于活动的学习的学习。在语言学习方面，与虚拟对象互动可以提高词汇学习，尤其是对于语言能力低下的学习者。此外，情感叙述比中性叙述更有效地支持记忆，而指导性的手势可能会阻碍某些学习者的回忆。在多媒体学习中，指向可以提高注意力和理解力，而追踪会因认知超负荷而阻碍学习。对于基于活动的学习，理论贡献提供了将运动整合到学习任务中的框架，强调生成学习、社会认知和从数字教育到刺激行为等领域的卸载处理等机制。总之，这些研究为在不同学习环境和人群中设计有效的、基于运动的教学提供了见解，强调了教育中身体动作和认知发展之间的动态关系。