Abstract
Learning effectiveness is critical for the quality of educational travel. The paper examines the relationship between factors of embodied learning and the mediating effect of learning satisfaction on learning effectiveness in the context of educational travel by secondary school students. In total, 560 valid surveys were analyzed using a structural equation model. First, physical involvement and matching degree have significant effects on learning satisfaction and learning effectiveness. Second, learning satisfaction has a positive influence on learning effectiveness. Finally, learning satisfaction is a partial mediator in the relationship between physical involvement, matching degree, and learning effectiveness as well as a complete mediator in the relationship between immersion perception and learning effectiveness. This research contributes to the educational travel literature by enhancing our understanding of the benefits of educational travel and how embodied learning factors affect learning effectiveness. Based on these findings, the paper discusses some implications for curriculum design in educational travel.
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