| Sumario: | Objective: The aim of this current paper is to investigate the salient embodiment features in the empirical studies on technology‐enabled embodied learning environments (TEELEs), and to contribute a comprehensive conceptual framework to direct the understanding and the designing of TEELEs – to embody and how to embody. Method: In this thematic paper, we carefully selected and reviewed 28 empirical studies (peer‐reviewed journal articles published in the recent decade between 2010 and 2020) on TEELEs, and analyzed their salient features concerning embodiment. Results and Implications: Synthesizing the characteristics distilled from the selected studies, we propose the conceptual framework of embodied immersion, which consists of three major dimensions, namely, physical, sensory, and cognitive immersions. Eight factors – means of embodiment, amount of motoric movements, point of view, media effects, haptic effects, operational congruency, learning congruency, and personalization – contribute to these three dimensions, and are carefully articulated, discussed, and explicated. The discussions around the embodied immersion framework are rooted in the concepts of presence, immersion, and agency. We regard our framework as a trinity borrowing the ingredients from each of those three that will guide through the understanding and the designing of TEELEs. Lay Description: What is currently known?: Embodiment contributes a specific modality in learning;Embodied interactions can bring mixed learning effects to learners;Learning through embodiment is often enabled by technologies in recent years;Immersion, presence and agent are often referred to in understanding the features in learning through embodiment enabled by technology; however, a comprehensive framework is needed to unify such concepts and features together. The paper adds the following highlights to the current literature: Presenting a framework of embodied immersion – a unique and creative contribution to understanding the technology‐enabled embodied learning environments;Synthesizing and analyzing the state‐of‐the‐art research studies in the field;Reaching thematic conclusions based on abundant empirical evidences;Clarifying the relationships among salient concepts and features in embodied learning from existing studies. The implication of the study for practitioners: Serving as a reference to evaluate technology‐enabled embodied learning studies, and to guide the designs of such systems.
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