Using Gestures to Signal Lesson Structure and Foster Meaningful Learning

Autor/inn/en	Pilegard, Celeste; Fiorella, Logan
Titel	Using Gestures to Signal Lesson Structure and Foster Meaningful Learning
Quelle	In: Applied Cognitive Psychology, 35 (2021) 5, S.1362-1369 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pilegard, Celeste) ORCID (Fiorella, Logan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.3866
Schlagwörter	Nonverbal Communication; Teaching Methods; Learning Processes; Undergraduate Students; Instructional Effectiveness; Inferences; Tests + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Unterrichtserfolg; Inference; Inferenz; Examination; Prüfung; Examen
Abstract	This study investigated whether an instructor's gestures can signal the underlying conceptual structure of a lesson and foster learning. In Experiment 1, 123 undergraduates watched a video comparing eastern and western steamboats in which the instructor produced structure gestures, surface gestures, structure and surface gestures, or neither gesture. Structure gestures represented the compare-and-contrast structure of the lesson: the instructor moved her hands to the left or right when describing eastern or western steamboats, respectively. Surface gestures represented specific features, such as moving hands apart or together to indicate a deep or shallow hull. Experiment 2 (N = 170) replicated and extended findings from Experiment 1 using a lesson comparing innate and acquired immunity. In both experiments, students who saw the instructor use structure gestures outperformed the other groups on an inference test. These results suggest that structure gestures help students mentally organize the content of a lesson according to its macrostructure. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01