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.

The split-attention effect posits that learning outcomes are negatively impacted when interrelated text and graphics are spatially segregated rather than cohesively integrated. This study explored how the instructional material's presentation size influences the manifestation of the split-attention effect. Based on cognitive load theory and perceptual load theory, we hypothesized that elevated information density in a compact presentation format would attenuate the advantage of integrated text and graphics, thereby diminishing the salience of the split-attention effect relative to a more expansive presentation size. University students (n = 146) studied a split-attention format or integrated format in either large or small presentation size. Results on retention and comprehension tests and extraneous cognitive load ratings revealed no effects of instructional format, presentation size or their interaction. The present results call for a more nuanced understanding of the split-attention effect and suggest additional research to explore its cognitive foundations.