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'Touch the screen': Linking touch-based educational technology with learning – A synthesis of current research

Chapter


Abstract


  • Touch-based educational technology, that is, the use of tablet technology for

    learning, is perceived as intuitive to use but poses an important question about the

    efficacy of using finger-based gestures to support learning. Insights from the theoretical

    perspectives of cognitive load theory and embodied cognition purport that gestures make

    minimal demands on our cognitive resources, as we have evolved to acquire these

    movement skills, and that body movement and mind are intertwined. This chapter

    explores this premise by firstly presenting background research that has identified the

    close connection between the use of hand movements and cognition. The findings from a

    systematic literature review that focused on research about how finger-based gesture use

    on a touch screen influences learning is then presented. Only nine empirical studies were

    identified from this systematic review. The critique from these nine studies found that

    finger-gesture use on a touch screen has the potential to support learning when it is

    closely aligned with what is being learnt. Educational implications based on this finding

    are presented and the chapter concludes with suggestions for future research.

Publication Date


  • 2016

Citation


  • Agostinho, S., Ginns, P., Tindall-Ford, S., Mavilidi, M. & Paas, F. (2016). 'Touch the screen': Linking touch-based educational technology with learning – A synthesis of current research. In L. Lin & R. Atkinson (Eds.), Educational Technologies: Challenges, Applications and Learning Outcomes (pp. 33-57). New York: Nova Publishing.

International Standard Book Number (isbn) 13


  • 9781634857383

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2729

Book Title


  • Educational Technologies: Challenges, Applications and Learning Outcomes

Start Page


  • 33

End Page


  • 57

Place Of Publication


  • New York

Abstract


  • Touch-based educational technology, that is, the use of tablet technology for

    learning, is perceived as intuitive to use but poses an important question about the

    efficacy of using finger-based gestures to support learning. Insights from the theoretical

    perspectives of cognitive load theory and embodied cognition purport that gestures make

    minimal demands on our cognitive resources, as we have evolved to acquire these

    movement skills, and that body movement and mind are intertwined. This chapter

    explores this premise by firstly presenting background research that has identified the

    close connection between the use of hand movements and cognition. The findings from a

    systematic literature review that focused on research about how finger-based gesture use

    on a touch screen influences learning is then presented. Only nine empirical studies were

    identified from this systematic review. The critique from these nine studies found that

    finger-gesture use on a touch screen has the potential to support learning when it is

    closely aligned with what is being learnt. Educational implications based on this finding

    are presented and the chapter concludes with suggestions for future research.

Publication Date


  • 2016

Citation


  • Agostinho, S., Ginns, P., Tindall-Ford, S., Mavilidi, M. & Paas, F. (2016). 'Touch the screen': Linking touch-based educational technology with learning – A synthesis of current research. In L. Lin & R. Atkinson (Eds.), Educational Technologies: Challenges, Applications and Learning Outcomes (pp. 33-57). New York: Nova Publishing.

International Standard Book Number (isbn) 13


  • 9781634857383

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2729

Book Title


  • Educational Technologies: Challenges, Applications and Learning Outcomes

Start Page


  • 33

End Page


  • 57

Place Of Publication


  • New York