Effects of Finger and Mouse Pointing on Learning from Online Split-Attention Examples

Autor/inn/en	Zhang, Shirong; Koning, Bjorn B.; Paas, Fred
Titel	Effects of Finger and Mouse Pointing on Learning from Online Split-Attention Examples
Quelle	In: British Journal of Educational Psychology, 93 (2023), S.287-304 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Shirong) ORCID (Koning, Bjorn B.) ORCID (Paas, Fred)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12556
Schlagwörter	Self Management; Cognitive Processes; Difficulty Level; Nonverbal Communication; Attention; Computer Peripherals; Retention (Psychology); Electronic Learning; Learning Strategies + Suchen Sie Ihr Suchwort? Selbstmanagement; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Non-verbal communication; Nonverbale Kommunikation; Aufmerksamkeit; Merkfähigkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Background: Self-management of cognitive load is a recent development in cognitive load theory. Finger pointing has been shown to be a potential self-management strategy to support learning from spatially separated, but mutually referring text and pictures (i.e., split-attention examples). Aims: The present study aimed to extend the prior research on the pointing strategy and investigated the effects of finger pointing on learning from online split-attention examples. Moreover, we examined an alternative pointing strategy using the computer mouse, and a combination of finger pointing and computer-mouse pointing. Sample: One-hundred and forty-five university students participated in the present study. Method: All participants studied an online split-attention example about the human nervous system and were randomly allocated to one of four conditions: (1) pointing with the index finger; (2) pointing with the computer mouse; (3) pointing with the index finger and the computer mouse; and (4) no pointing. Results: Results confirmed our main hypothesis, indicating that finger pointing led to higher retention performance than no pointing. However, the mouse pointing strategy and the combined finger and mouse pointing strategy did not show supportive effects. Conclusions: Finger pointing can be used as a simple and convenient self-management strategy in online learning environments. Mouse pointing may not be as effective as finger pointing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01