Instructor's pointing gestures promote learning more than guiding gaze

Abstract

Previous research has found that an instructor's social cues (e.g., gestures and gaze) can have positive effects on learning when the content is presented in a video format captured from an actual instructor. This study utilized eye tracking in an attempt to provide a more fine-grained, precise analysis of the effects of pointing gestures and guiding gaze on learning outcomes during video-based instruction. More specifically, a 2 (Gaze: guiding gaze vs. no guiding gaze) × 3 (Gestures: specific pointing gestures vs. general pointing gestures vs. no pointing gesture) between-subjects design was employed to investigate the effects of these social cues in this context, as assessed during 2 separate tests—retention and transfer at 2 different time periods-immediate and delayed (5 days later). 138 college students were recruited in this experiment. A significant effect was found for gestures on both the retention and transfer tests, wherein the learning outcomes were greatest when instructors utilized specific pointing gestures (i.e., pointing at specific knowledge points) vs. general pointing gestures (i.e., pointing at the whole learning material) or no gestures. No differences were found between guiding gaze and direct gaze. Eye tracking data revealed a similar pattern of findings, as students assigned to the specific pointing gestures group paid greater attention to the key material than did those students assigned to the other gesture conditions, which did not differ from one another. These findings suggest that the specific pointing gestures of instructors play a crucial signaling role in video learning by guiding students' attention to the learning content, thereby enhancing learning outcomes.

Publication Title

Computers and Education

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