The authors describe an emerging paradigm of educational research that pairs theories of embodied learning with a class of immersive technologies referred to as "mixed reality" (MR). MR environments merge the digital with the physical, where, for example, students can use their bodies to simulate an orbit around a virtual planet. Recent research supports the idea that body activity can be an important catalyst for generating learning, and new technologies are being developed that use natural human physicality and gesture as input. However, existing research on embodied learning technologies has been disparate, driven largely by specific technical innovations and constraints, and often lacking a clear focus on establishing their efficacy in educational contexts. On the basis of the unique characteristics of these technologies and on their own experiences conducting research in this area, the authors put forth six precepts for embodied learning technology researchers that pertain to the rationale, design, and execution of empirical studies.