Please use this identifier to cite or link to this item: doi:10.22028/D291-33097
Title: Should learners use their hands for learning? Results from an eye‐tracking study
Author(s): Korbach, Andreas
Ginns, Paul
Brünken, Roland
Park, Babette
Language: English
Title: Journal of Computer Assisted Learning
Volume: 36
Issue: 1
Startpage: 102
Endpage: 113
Publisher/Platform: Wiley
Year of Publication: 2019
Free key words: cognitive load theory
embodied cognition
eye‐tracking
tracing gestures
DDC notations: 370 Education
Publikation type: Journal Article
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.
DOI of the first publication: 10.1111/jcal.12396
Link to this record: urn:nbn:de:bsz:291--ds-330972
hdl:20.500.11880/30402
http://dx.doi.org/10.22028/D291-33097
ISSN: 1365-2729
Date of registration: 19-Jan-2021
Faculty: HW - Fakultät für Empirische Humanwissenschaften und Wirtschaftswissenschaft
Department: HW - Bildungswissenschaften
Professorship: HW - Jun.-Prof. Dr. Babette Park
Collections:SciDok - Der Wissenschaftsserver der Universität des Saarlandes

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