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Should learners use their hands for learning? Results from an eye-tracking study

Research output: Journal contributions › Journal articles › Research › peer-review

Standard

Should learners use their hands for learning? Results from an eye-tracking study. / Korbach, Andreas; Ginns, Paul; Brünken, Roland et al.
In: Journal of Computer Assisted Learning, Vol. 36, No. 1, 01.02.2020, p. 102-113.

Research output: Journal contributions › Journal articles › Research › peer-review

Harvard

Korbach, A, Ginns, P, Brünken, R & Park, B 2020, 'Should learners use their hands for learning? Results from an eye-tracking study', Journal of Computer Assisted Learning, vol. 36, no. 1, pp. 102-113. https://doi.org/10.1111/jcal.12396

APA

Korbach, A., Ginns, P., Brünken, R., & Park, B. (2020). Should learners use their hands for learning? Results from an eye-tracking study. Journal of Computer Assisted Learning, 36(1), 102-113. https://doi.org/10.1111/jcal.12396

Vancouver

Korbach A, Ginns P, Brünken R, Park B. Should learners use their hands for learning? Results from an eye-tracking study. Journal of Computer Assisted Learning. 2020 Feb 1;36(1):102-113. doi: 10.1111/jcal.12396

Bibtex

@article{df2ec4213de94ca7b7f9f149808c9481,
title = "Should learners use their hands for learning? Results from an eye-tracking study",
abstract = "Given the widespread use of touch screen devices, the effect of the users' fingers on information processing and learning is of growing interest. The present study drew on cognitive load theory and embodied cognition perspectives to investigate the effects of pointing and tracing gestures on the surface of a multimedia learning instruction. Learning performance, cognitive load and visual attention were examined in a one-factorial experimental design with the between-subject factor pointing and tracing gestures. The pointing and tracing group were instructed to use their fingers during the learning phase to make connections between corresponding text and picture information, whereas the control group was instructed not to use their hands for learning. The results showed a beneficial effect of pointing and tracing gestures on learning performance, a significant shift in visual attention and deeper processing of information by the pointing and tracing group, but no effect on subjective ratings of cognitive load. Implications for future research and practice are discussed.",
keywords = "cognitive load theory, embodied cognition, eye-tracking, tracing gestures, Empirical education research, Educational science",
author = "Andreas Korbach and Paul Ginns and Roland Br{\"u}nken and Babette Park",
note = "Funding Information: This work was supported by the German Federal Ministry of Education and Research (01PL12057). Publisher Copyright: {\textcopyright} 2020, Blackwell Publishing Ltd. All rights reserved.",
year = "2020",
month = feb,
day = "1",
doi = "10.1111/jcal.12396",
language = "English",
volume = "36",
pages = "102--113",
journal = "Journal of Computer Assisted Learning",
issn = "0266-4909",
publisher = "Wiley-Blackwell Publishing Ltd.",
number = "1",

}

RIS

TY - JOUR

T1 - Should learners use their hands for learning? Results from an eye-tracking study

AU - Korbach, Andreas

AU - Ginns, Paul

AU - Brünken, Roland

AU - Park, Babette

N1 - Funding Information: This work was supported by the German Federal Ministry of Education and Research (01PL12057). Publisher Copyright: © 2020, Blackwell Publishing Ltd. All rights reserved.

PY - 2020/2/1

Y1 - 2020/2/1

N2 - Given the widespread use of touch screen devices, the effect of the users' fingers on information processing and learning is of growing interest. The present study drew on cognitive load theory and embodied cognition perspectives to investigate the effects of pointing and tracing gestures on the surface of a multimedia learning instruction. Learning performance, cognitive load and visual attention were examined in a one-factorial experimental design with the between-subject factor pointing and tracing gestures. The pointing and tracing group were instructed to use their fingers during the learning phase to make connections between corresponding text and picture information, whereas the control group was instructed not to use their hands for learning. The results showed a beneficial effect of pointing and tracing gestures on learning performance, a significant shift in visual attention and deeper processing of information by the pointing and tracing group, but no effect on subjective ratings of cognitive load. Implications for future research and practice are discussed.

AB - Given the widespread use of touch screen devices, the effect of the users' fingers on information processing and learning is of growing interest. The present study drew on cognitive load theory and embodied cognition perspectives to investigate the effects of pointing and tracing gestures on the surface of a multimedia learning instruction. Learning performance, cognitive load and visual attention were examined in a one-factorial experimental design with the between-subject factor pointing and tracing gestures. The pointing and tracing group were instructed to use their fingers during the learning phase to make connections between corresponding text and picture information, whereas the control group was instructed not to use their hands for learning. The results showed a beneficial effect of pointing and tracing gestures on learning performance, a significant shift in visual attention and deeper processing of information by the pointing and tracing group, but no effect on subjective ratings of cognitive load. Implications for future research and practice are discussed.

KW - cognitive load theory

KW - embodied cognition

KW - eye-tracking

KW - tracing gestures

KW - Empirical education research

KW - Educational science

UR - http://www.scopus.com/inward/record.url?scp=85074816116&partnerID=8YFLogxK

U2 - 10.1111/jcal.12396

DO - 10.1111/jcal.12396

M3 - Journal articles

AN - SCOPUS:85074816116

VL - 36

SP - 102

EP - 113

JO - Journal of Computer Assisted Learning

JF - Journal of Computer Assisted Learning

SN - 0266-4909

IS - 1

ER -

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Other publications by the same author(s)

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Emotional text design in multimedia learning: A mixed-methods study using eye tracking

Stark, L., Brünken, R. & Park, B., 05.2018, In: Computers and Education. 120, p. 185-196 12 p.

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