Pointing and Tracing Enhance Computer-Based Learning

Autor/inn/en	Ginns, Paul; King, Victoria
Titel	Pointing and Tracing Enhance Computer-Based Learning
Quelle	In: Educational Technology Research and Development, 69 (2021) 3, S.1387-1403 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ginns, Paul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-021-09997-0
Schlagwörter	Hands on Science; Electronic Learning; Cognitive Processes; Difficulty Level; Biology; Astronomy; Learning Motivation; Retention (Psychology); Pretests Posttests; Scores; Transfer of Training; Nonverbal Communication; Computer Assisted Instruction + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Biologie; Astronomie; Motivation for studies; Lernmotivation; Merkfähigkeit; Training; Transfer; Ausbildung; Non-verbal communication; Nonverbale Kommunikation; Computer based training; Computerunterstützter Unterricht
Abstract	The expansion of cognitive load theory to include evolutionary perspectives posits that biologically primary knowledge might support the acquisition of biologically secondary knowledge, which needs explicit instruction for novices to construct. Pointing and tracing actions with the index finger may be forms of biologically primary knowledge that can assist students to learn biologically secondary knowledge. Incorporating such actions is theorised to have cognitive benefits, but may also enhance intrinsic motivation during the lesson. The present investigated whether instructions to point at and trace over elements of a lesson on star formation presented on a computer screen would affect participants' reports of intrinsic cognitive load, extraneous cognitive load, intrinsic motivation, and retention and transfer test performance. Following an astronomy knowledge pre-test, 44 adult participants were randomly assigned to one of two conditions. In the experimental condition, they were instructed to point at and trace out lesson elements while learning, while in the control condition, they were asked to position their hands in their laps. Following the lesson participants reported on intrinsic motivation and cognitive load experienced during the lesson, then completed retention and transfer posttests. Participants who pointed and traced reported lower extraneous (but not intrinsic) cognitive load and higher intrinsic motivation, while scoring higher on retention and transfer posttests. This study replicates and extends earlier research by demonstrating effects in a new topic (astronomy), medium (computer-based lesson), and learning process (intrinsic motivation). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01