Effects of finger and mouse pointing on learning from online split‐attention examples

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.

Discussion of the special issue on cognitive load theory

“…Zhang et al (in press) describe an experiment that continues a long line of substantial research. From the split‐attention effect, we know that if learners are forced by the instructional procedures used to split their attention between multiple sources of information that must be mentally integrated before the instruction can be understood, learning will be impeded.…”

Integrating cognitive load theory with other theories, within and beyond educational psychology

“…Here, there are two contributions that consider the CLT theme Self-Regulated Learning. The contribution by Zhang et al (2023) provides an example of self-regulated management of cognitive load, whereas the study by Biwer et al (2023) is an example of self-regulated breaks during learning.…”

“…Importantly, this knowledge can be applied to solve similar classes of problems in future. Notably, the worked example effect has turned out to be the most widely studied effect in CLT research (e.g., Chen et al, 2015; van Gog & Rummel, 2010; Zhang et al, 2023). Moreover, theoretical refinements to CLT now position worked examples as an illustration of the borrowing and reorganizing principle.…”

“…This is also manifested in the present special issue. As such, the scale by Paas (1992) produces expected outcomes in two contributions, namely, Albers et al (2023) and Chen et al (2023), but it is less sensitive in the contributions by Biwer et al (2023), de Koning et al (2023), and Zhang et al (2023). The multi‐item scales show more consistent results, all in the predicted directions by CLT.…”

“…However, there are influential variables that need to be considered when watching or executing embodied actions, to deliver the best learning performance. Two empirical contributions from this special issue (de Koning et al, 2023; Zhang et al, 2023) consider the theme of Embodied Cognition and these influential variables.…”