An increasing number of researchers and educators adopt embodied cognitive frameworks in innovative science learning environments. The embodied cognitive paradigm signals a shift from traditional cognitive accounts of how learning occurs. The purpose of this review was to explore whether the shift to embodied cognition design principles is followed by an analogous shift to the analytic frameworks for observing learning. To this end, the cognition, observation, interpretation assessment triangle was used as a framework. Twenty-three empirical studies were analyzed. The reported activities were clustered according to the type of embodiment that was used to direct, surrogate, and mixed reality. The assessment efforts were clustered according to their alignment to the assessment triangle to high, medium, and low. Results indicate that, despite some efforts to assess embodied learning environments with assessments methodologically congruent with the embodied cognition lens, many studies relied on traditional measures, such as pre- and post-text-based tests. Insights of this review might be useful for the development of new metrics that better align with the embodied paradigm.