Mathematics worked examples with tracing gesture makes learning last
List of Authors
  • Lian-Ming Yeo

Keyword
  • Cognitive Load Theory, Embodied Cognition, Tracing Gesture, Worked Examples

Abstract
  • The immediate measurement of tracing effect in the previous studies have shown that the use of tracing gesture in the visuospatial-based worked examples instruction may enhance the learning of mathematical concepts, specifically the geometrical principles. The present study further explored whether the use of tracing gesture in the visuospatial-based worked examples during the acquisition phase results in better memory retention on the learning over time. To investigate the robustness of tracing effect, a 4-weeks interval delayed post-test was conducted after the participants (mean age = 12.37, SD = 0.27) were asked to study worked examples on angles relationships involving parallel lines either without tracing instruction or with tracing instruction. The results showed that the tracing group (N = 30) outperformed the non-tracing group (N = 30) in the delayed post-test and reported lower levels of test difficulty, suggesting that tracing gesture may help to retain the knowledge gained during instruction and consolidated the learning during the intervening period.

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