From Hats to Jumps: Embodied and Object Based Learning in Economics and Statistics

<p dir="ltr">This case study explains how I use objects, acting, and body language to teach complex ideas in economics and statistics. It focuses primarily on first-year undergraduate students enrolled in the Economics and Data Analytics modules at the Lincoln International Business School. Many of these students find the subjects challenging or abstract when they first arrive at university, as most have not previously studied mathematics, economics, or statistics.</p><p dir="ltr">By using embodied and object-based learning, I transform theoretical concepts into experiences that students can both see and remember. I aim to create an active, inclusive, and enjoyable learning environment, particularly for students from non-economics backgrounds.</p><p dir="ltr">Through classroom demonstrations such as wearing a hat, lifting one of my shoes, freezing to illustrate <i>ceteris paribus</i>, or jumping across the room to show a shift of a demand curve, I help students connect abstract theories with real-life meaning. Based on my observations and student feedback, this approach not only enhances engagement but also helps first-year students integrate the module as a whole and adapt successfully to their new academic environment. Students’ participation, body language, and reflections indicate that embodied and object-based learning has a strong positive impact on their understanding and confidence in the subject.</p>