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Gesture-based learning with ICT: Recent developments, opportunities and considerations

Chapter


Abstract


  • This chapter outlines recent advances in cognitive load theory focusing on gestures, human movement, and the use of Information and Communication Technologies (ICT). Previous studies investigating the human motor system suggest that actions such as gestures and full-body movements can benefit learners, though it is still unclear how factors such as attention and embodiment may influence cognition. A recent doctoral study exploring the effects of attentional and embodied gestures, provides novel methodologies for using ICT to capture and record the gesture-based interactions of students as they work through multimedia lessons. Based upon these novel methodologies, future areas of research with an emphasis on capturing physical data are discussed. Educational implications for the use of gesture-based ICT tools are then presented, suggesting that touch-based learning experiences such as educational apps may provide learning benefits when gestures are aligned with the concepts to be learnt.

Publication Date


  • 2020

Citation


  • Sepp, S., Agostinho, S., Tindall-Ford, S. & Paas, F. (2020). Gesture-based learning with ICT: Recent developments, opportunities and considerations. In S. Tindall-Ford, S. Agostinho & J. Sweller (Eds.), Advances in Cognitive Load Theory: Rethinking Teaching (pp. 130-141). United Kingdom: Routledge.

International Standard Book Number (isbn) 13


  • 9780367246884

Book Title


  • Advances in Cognitive Load Theory: Rethinking Teaching

Start Page


  • 130

End Page


  • 141

Place Of Publication


  • United Kingdom

Abstract


  • This chapter outlines recent advances in cognitive load theory focusing on gestures, human movement, and the use of Information and Communication Technologies (ICT). Previous studies investigating the human motor system suggest that actions such as gestures and full-body movements can benefit learners, though it is still unclear how factors such as attention and embodiment may influence cognition. A recent doctoral study exploring the effects of attentional and embodied gestures, provides novel methodologies for using ICT to capture and record the gesture-based interactions of students as they work through multimedia lessons. Based upon these novel methodologies, future areas of research with an emphasis on capturing physical data are discussed. Educational implications for the use of gesture-based ICT tools are then presented, suggesting that touch-based learning experiences such as educational apps may provide learning benefits when gestures are aligned with the concepts to be learnt.

Publication Date


  • 2020

Citation


  • Sepp, S., Agostinho, S., Tindall-Ford, S. & Paas, F. (2020). Gesture-based learning with ICT: Recent developments, opportunities and considerations. In S. Tindall-Ford, S. Agostinho & J. Sweller (Eds.), Advances in Cognitive Load Theory: Rethinking Teaching (pp. 130-141). United Kingdom: Routledge.

International Standard Book Number (isbn) 13


  • 9780367246884

Book Title


  • Advances in Cognitive Load Theory: Rethinking Teaching

Start Page


  • 130

End Page


  • 141

Place Of Publication


  • United Kingdom