Literaturnachweis - Detailanzeige
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 |
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 |
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). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |