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Exploring the practicing-connections hypothesis: using gesture to support coordination of ideas in understanding a
Ji Y Son1, Priscilla Ramos1, Melissa DeWolf2
11California State University, Los Angeles, 5151 State University Dr., Los Angeles, CA 90033 USA.
Cognitive Research: Principles and Implications
|February 6, 2018
Summary
Students struggle with statistical concepts like mean and standard deviation. Gestures in instruction can significantly improve understanding, but online videos often miss this opportunity.
Area of Science:
- Cognitive Science
- Educational Psychology
- Statistics Education
Background:
- Understanding complex concepts requires coordinating multiple ideas and connecting them to real-world situations.
- Embodied cognition theories suggest physical actions, like gestures, can aid learning.
Purpose of the Study:
- To explore how gestures support students' understanding of statistical concepts, specifically mean and standard deviation.
- To investigate the effectiveness of gestures in instructional design for complex domains.
Main Methods:
- Study 1: Assessed university students' ability to integrate mean and standard deviation in statistical scenarios.
- Study 2: Examined the impact of accompanying gestures on students' interpretation of statistical scenarios.
- Study 3: Analyzed instructional videos for the use of gestures in teaching complex concepts.
Main Results:
- Students often struggle to simultaneously consider both mean and standard deviation.
- Gestures representing variation significantly improved students' interpretation of statistical scenarios.
- Online instructional videos rarely utilize gestures to enhance conceptual understanding.
Conclusions:
- Gestures can be a powerful tool for facilitating the understanding of complex statistical concepts.
- Instructional design should incorporate embodied cognition principles, including gesture, to improve learning.
- Current online educational resources may not be fully leveraging multimodal teaching strategies.
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