Tongtong Ye

Digital transformation and the explosive development of generative artificial intelligence (AI) are profoundly reshaping educational logic. Addressing the limitations of AI as "disembodied intelligence" regarding contextuality and embodiment, this study explores the functional impairment of traditional "receptive learning" within information-overloaded environments. Grounded in embodied cognition theory and experiential learning models, this study designed an empirical intervention based on embodied meaning-recording. Empirical results indicate that the intervention group effectively resisted the loss of meaning through embodied meaning-recording, showing significantly greater improvement in behavioral indicators of smartphone addiction compared to the control group. This study demonstrates the potential of experiential teaching in awakening students' "life consciousness" and alleviating digital addiction. It proposes that future educational reforms should return to the logic of embodiment, reconstruct evaluation systems through "human-machine integration," and shift education from symbolic exchange toward the holistic growth of life.

Experiential Teaching; Educational Reform; Sense of Meaning

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