Several studies have already shown pointing to and/or tracing the index finger against key elements of learning materials facilitates the learning process for school pupils and adults (Agostinho et al., 2015 Ginns, Hu, Byrne, & Bobis, 2016 Ginns & Kydd, 2019 Hu, Ginns, & Bobis, 2014, 2015 Macken & Ginns, 2014 Pouw, Mavilidi, van Gog, & Paas, 2016 Tang, Ginns, & Jacobson, 2019). Hand and finger gestures are an important factor for human communication (Krauss, Chen, & Gottesman, 2000) and are, with regard to recent technology, also important for information processing and learning by means of touch screen devices (for a detailed discussion see Agostinho, Ginns, Tindall-Ford, Mavilidi, & Paas, 2016). Implications for future research and practice are discussed. 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. 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. ![]() 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 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. ![]() Given the widespread use of touch screen devices, the effect of the users' fingers on information processing and learning is of growing interest.
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