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