Fostering Student Well-Being and Learning Through Kinesthetic Activities in the Japanese University Classroom

Abstract

This chapter investigates the role of kinesthetic activities in enhancing student well-being and engagement within university language classrooms. A questionnaire survey with 53 participants provides empirical data to assess the effects of standing during lessons, switching partners, and engaging in clay modeling on students' learning experiences. The study's methodology focuses on the alignment of teaching strategies with diverse learning styles, particularly the kinesthetic modality. Results indicate that kinesthetic activities significantly contribute to heightened student engagement, increased energy, and improved overall well-being. The incorporation of these activities into teaching practice suggests a shift toward a more interactive and multisensory educational environment, thus addressing the evolving needs of students in contemporary learning settings. The chapter concludes by underscoring the importance of including some physical movement and tactile learning in the creation of dynamic classroom experiences that extend beyond conventional pedagogical methods.