Engaging learners in activities is an important instructional method. However, the learning-by-doing approach also poses some risks. By analyzing the differences between various types of learning activities, issues of activity-based learning are revealed and discussed. Activity-based learning can consist of relatively simple patterns of motor activity or may involve additional task-related knowledge, resulting in complex activities. Excessive movement or failure to properly integrate motor activity into a task can lead to problems for motor activity–based learning. Elaborate activities, such as letting learners generate drawings, can quickly evolve to secondary tasks in their own right. Demanding learning tasks can create their own cognitive load, resulting in less working memory capacity being available for engaging with the actual content. If activity-based interventions are to be used, as many redundant aspects as possible need to be avoided while providing additional guidance to learners. In addition, it is necessary to consider how task demands transform once tasks are shifted from the physical to the digital world in order to properly acknowledge potential increases in cognitive load. Taken together, this review connects educational and cognitive perspectives on activity-based learning to arrive at models and recommendations that are of high relevance for the digital transformation of education and learning.

让学习者参与活动是一种重要的教学方法。然而，边做边学的方法也带来了一些风险。通过分析各类学习活动之间的差异，揭示并讨论了基于活动的学习问题。基于活动的学习可以由相对简单的运动活动模式组成，也可以涉及额外的任务相关知识，从而产生复杂的活动。过度运动或未能将运动活动正确整合到任务中可能会导致基于运动活动的学习出现问题。复杂的活动，例如让学习者生成绘图，本身可以迅速发展为次要任务。高要求的学习任务会产生自己的认知负担，导致可用于处理实际内容的工作记忆容量减少。如果要使用基于活动的干预措施，则需要尽可能避免多余的方面，同时为学习者提供额外的指导。此外，有必要考虑一旦任务从物理世界转移到数字世界，任务需求如何转变，以便正确认识认知负荷的潜在增加。总而言之，这篇综述将基于活动的学习的教育和认知观点联系起来，得出与教育和学习的数字化转型高度相关的模型和建议。