Pointing and tracing enhance computer-based learning

doi:10.1007/s11423-021-09997-0

2021-05-11

PRE

Paul Ginns *

Victoria King

DOI：10.1007/s11423-021-09997-0

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摘要

En 中文

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).

Keyword:

Cognitive load theory

Biologically primary knowledge

Pointing

Tracing