The influence of gestures and visuospatial ability during learning about movements with dynamic visualizations – An fNIRS study

Brucker, Birgit; Koning, Bjorn de; Rosenbaum, David; Ehlis, Ann‐Christine; Gerjets, Peter

doi:10.1016/j.chb.2021.107151

Cited by 9 publications

(12 citation statements)

References 54 publications

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“…For instance, although Pi et al (2019) observed the positive effects of depictive gestures on students' transfer, they failed to nd the bene ts of the instructor's depictive gestures on retention performance and attention allocation. A study conducted by Brucker et al (2022) with the theme of " sh movement patterns" also found no signi cant differences in classi cation performance between students watching videos with and without the instructor's depictive gestures.…”

Section: The Effects Of Depictive Gestures On Learning From Instructi...mentioning

confidence: 94%

“…As a passive learning strategy, observing gestures did not always guarantee the effectiveness of learning (Pi et al, 2019;Brucker et al, 2022). Additionally, studies have shown that compared to the observation strategy, the two active strategies of imagination and imitation take advantage of the instructor's depictive gestures (Baills et al, 2018;García-Gámez et al, 2021;Leopold et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…In addition, past studies have proved that spatial ability moderated the effectiveness of the design of learning materials and the application of learning strategies (Lee, 2007;Brucker et al, 2015Brucker et al, , 2022. The ability-as-compensator hypothesis held that the design of learning materials and instruction that was bene cial to low-spatial-ability students may not be helpful for high-spatial-ability students (Hö er, 2010).…”

Section: Introductionmentioning

confidence: 99%

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The effects of observing, imagining, and imitating the instructor’s depictive gestures on learning from instructional videos

Liu

Chen

et al. 2023

Preprint

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The instructor’s depictive gestures in instructional videos are beneficial for learning, and learning strategies are crucial to make full use of them. This study adopted a within-subjects design to investigate the effects of learning strategies (i.e., observing, imagining, and imitating the instructor’s depictive gestures) on learning from instructional videos (i.e., learning performance, cognitive load, learning efficiency, learning satisfaction, and attention allocation). The repeated-measures ANOVAs revealed that when using imitation strategy, students showed the best learning performance, learning efficiency, and satisfaction. The Friedman tests results showed that when using imagination and imitation strategies, students’ attention was distracted by the instructor. Additionally, spatial ability played a moderation role in transfer performance. The results lead to a strong recommendation for educational practice when using instructional videos: (1) when watching videos with the instructor’s depictive gestures, students are encouraged to use imitation strategy in preference to imagination strategy, and passive observation is not recommended; and (2) low-spatial-ability students are encouraged to use active learning strategies (i.e., imagining and imitating the instructor’s depictive gestures) to improve transfer performance.

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Section: The Effects Of Depictive Gestures On Learning From Instructi...mentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The effects of observing, imagining, and imitating the instructor’s depictive gestures on learning from instructional videos

Liu

Chen

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…Because there is both empirical and theoretical evidence to support that animation is an effective way to learn human motion (de Koning et al, 2019). It has been indicated in many studies that animation has great advantages in depicting human-motor skills and many studies used mirror-neuron theory to explain this phenomenon (Brucker et al, 2021). Researchers proposed that humans may have evolved the ability to learn certain types of knowledge effortlessly, such knowledge is called biologically primary knowledge, and human motion belongs to this kind of knowledge (Geary, 2008).…”

Section: Advantages Of Animationmentioning

confidence: 99%

“…Further, Researchers suggested that humans may have evolved specific components of working memory that allow us to naturally acquire visualizations involving human motion (Ayres, 2020). This mirror neuron system and related motion processors are likely to be the key physiological structures that allow humans to participate in learning through observation and imitation (Brucker et al, 2021). In contrast, learning biological secondary knowledge (Geary et al, 2021) such as mechanical systems, or using static graphics to represent human motion, may require more working memory resources, because we do not have the same biological advantages (Chandler, 2009).…”

Section: Advantages Of Animationmentioning

confidence: 99%

The Effect of Animation-Guided Mindfulness Meditation on the Promotion of Creativity, Flow and Affect

et al. 2022

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Creativity is so important for social and technological development that people are eager to find an easy way to enhance it. Previous studies have shown that mindfulness has significant effects on positive affect (PA), working memory capacity, cognitive flexibility and many other aspects, which are the key to promoting creativity. However, there are few studies on the relationship between mindfulness and creativity. The mechanism between mindfulness and creativity is still uncertain. Meditation is an important method of mindfulness training, but for most people who do not have the basic training, it’s difficult to master how to get into a state of mindfulness. Animation has been shown by many studies to help improve cognition and is often used as a guiding tool. Using animation as the guiding carrier of meditation is more convenient and easier to accept. Therefore, this study adopted the intervention method of animation-guided meditation, aiming to explore: (1) the effect of animation-guided meditation on enhancing creativity; (2) the role of flow and emotion in the influence of mindfulness on creativity. We advertised recruitment through the internal network of a creative industrial park, and the final 95 eligible participants were divided into two groups: animation (n = 48) and audio (n = 47) guided meditation. The animation group was given an animated meditation intervention, and the audio group was given an audio meditation intervention, both interventions were performed 3 times a week and last for 8 weeks. Results: (1) Animation-guided meditation significantly increased participants’ mindfulness and creativity levels; Significantly reduced their cognitive load compared to audio-guided meditation. (2) Mindfulness has a significant direct effect on creativity, and significant indirect effects on creativity; Flow and PA act as the mediating variable. Conclusion: (1) Mindfulness, flow, and PA all helped to improve the subjects’ work creativity. In addition to the direct positive impact of mindfulness on creativity, mindfulness can also have an indirect positive impact on creativity through flow and PA. (2) Compared with audio, animation can significantly reduce cognitive load and help improve users’ cognitive ability, which is more suitable for the guidance materials of mindfulness meditation to enhance the effect of meditation.

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The effect of in‐vehicle agent embodiment on drivers' perceived usability and cognitive workload: Evidence from subjective reporting, ECG, and fNIRS

Ren,

Guo,

et al. 2024

Hum Ftrs & Erg Mfg Svc

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To improve the interaction between drivers and the in‐vehicle information system (IVIS), various intelligent agents, such as robot agents, virtual agents, and voice‐only agents, have been integrated into vehicles. However, it is not yet clear which type of in‐vehicle agent is best suited to the driving context. This study aims to investigate the effect of in‐vehicle agent embodiment on drivers' perceived usability and cognitive workload. In a within‐subject simulated driving experiment, 22 participants interacted with three different in‐vehicle agents (smartphone agent, robot agent, and virtual agent). Functional near‐infrared spectroscopy and electrocardiogram (ECG) were used to record prefrontal cortex activation and electrical changes associated with cardiac activity during simulated driving, respectively. The results show that the smartphone agent had the lowest perceived usability scores, oxygenated hemoglobin concentration variation (ΔHbO), and maximum ECG signal variation compared to baseline. There were no statistical differences in cognitive workload, perceived usability scores, brain area activation, and ECG signals between the robot agent and the virtual agent. The research findings demonstrate the positive effects of the anthropomorphic appearance of in‐vehicle agents on perceived usability and contribute to improving the design of in‐vehicle intelligent agents.

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The influence of gestures and visuospatial ability during learning about movements with dynamic visualizations – An fNIRS study

Cited by 9 publications

References 54 publications

The effects of observing, imagining, and imitating the instructor’s depictive gestures on learning from instructional videos

The effects of observing, imagining, and imitating the instructor’s depictive gestures on learning from instructional videos

The Effect of Animation-Guided Mindfulness Meditation on the Promotion of Creativity, Flow and Affect

The effect of in‐vehicle agent embodiment on drivers' perceived usability and cognitive workload: Evidence from subjective reporting, ECG, and fNIRS

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