Pointing and tracing enhance computer-based learning

Ginns, Paul; King, Victoria

doi:10.1007/s11423-021-09997-0

Cited by 31Visual and Cognitive Learning ProcessesInnovative Teaching and Learning MethodsOnline and Blended Learning

Pointing and tracing enhance computer-based learning

Ginns, Paul, King, Victoria·2021·Educational Technology Research and Development

DOI 10.1007/s11423-021-09997-0

Open this paper in CoChat — free account

Integrity signals

Registry

Crossref · 10.1007/s11423-021-09997-0

Cites

70 of 70 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Several studies have utilized biologically primary knowledge in the form of intuitive actions, such as pointing gestures on tablets, with positive effects on learning.
“Several studies have utilized biologically primary knowledge in the form of intuitive actions, such as pointing gestures on tablets, with positive effects on learning”
From The Cognitive Architecture of Digital Externalization (2023) · cites this paper as Ginns & King, 2021

Content Analysis: An Introduction to its Methodology.
Shelley, M., & Krippendorff, K. (1984) · Journal of the American Statistical Association · doi:10.2307/2288384 · Cited by 24,305 · see citing works
The magical number seven, plus or minus two: Some limits on our capacity for processing information.
Miller, G. A. (1956) · Psychological Review · doi:10.1037/h0043158 · Cited by 17,812 · see citing works
The magical number seven, plus or minus two: Some limits on our capacity for processing information.
Miller, G. A. (1994) · Psychological Review · doi:10.1037/0033-295x.101.2.343 · Cited by 17,469 · see citing works
Content Analysis: An Introduction to Its Methodology
Krippendorff, K. (2019) · doi:10.4135/9781071878781 · Cited by 15,448 · see citing works
Multimedia Learning
Mayer, R. (2020) · doi:10.1017/9781316941355 · Cited by 7,777 · see citing works
Cognitive Architecture and Instructional Design
Sweller, J., van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998) · Educational Psychology Review · doi:10.1023/a:1022193728205 · Cited by 6,023 · see citing works
Cognitive Load Theory
Sweller, J., Ayres, P., & Kalyuga, S. (2011) · Springer eBooks · doi:10.1007/978-1-4419-1428-6_446 · Cited by 5,538 · see citing works
Practical Assessment, Research & Evaluation, 2000-2001.
Rudner, L. M., & Schafer, W. D. (2001) · Practical assessment, research & evaluation · Cited by 3,899 · see citing works
Test Theory: A Unified Treatment
Zwick, R., & McDonald, R. P. (2000) · Journal of the American Statistical Association · doi:10.2307/2669496 · Cited by 3,637 · see citing works
Short-term retention of individual verbal items.
Peterson, L., & Peterson, M. J. (1959) · Journal of Experimental Psychology · doi:10.1037/h0049234 · Cited by 2,939 · see citing works
Psychometric Properties of the Intrinsic Motivation Inventory in a Competitive Sport Setting: A Confirmatory Factor Analysis
McAuley, E., Duncan, T., & Tammen, V. V. (1989) · Research Quarterly for Exercise and Sport · doi:10.1080/02701367.1989.10607413 · Cited by 2,694 · see citing works
Working Memory Capacity as Executive Attention
Engle, R. W. (2002) · Current Directions in Psychological Science · doi:10.1111/1467-8721.00160 · Cited by 2,507 · see citing works
Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load
Sweller, J. (2010) · Educational Psychology Review · doi:10.1007/s10648-010-9128-5 · Cited by 2,020 · see citing works
The Cambridge Handbook of Multimedia Learning
(2014) · Cambridge University Press eBooks · doi:10.1017/cbo9781139547369 · Cited by 1,624 · see citing works
The nature of individual differences in working memory capacity: Active maintenance in primary memory and controlled search from secondary memory.
Unsworth, N., & Engle, R. W. (2007) · Psychological Review · doi:10.1037/0033-295x.114.1.104 · Cited by 1,307 · see citing works
Cognitive load theory, educational research, and instructional design: some food for thought
de Jong, T. (2010) · Instructional Science · doi:10.1007/s11251-009-9110-0 · Cited by 1,180 · cited 1× · see citing works
“Numerous authors (e.g., Brünken et al., 2010; de Jong, 2010) have raised concerns over the validity of self-reported cognitive load, particularly content validity when single-item ratings are used.”
Background
Talks to teachers on psychology--and to students on some of life's ideals.
James, W. (1899) · doi:10.1037/10814-000 · Cited by 1,015 · see citing works
The power of outliers (and why researchers should ALWAYS check for them)
Osborne, J. W., & Overbay, A. (2020) · ScholarWorks@UMassAmherst (University of Massachusetts Amherst) · doi:10.7275/qf69-7k43 · Cited by 898 · see citing works
Explaining Math: Gesturing Lightens the Load
Goldin-Meadow, S., Nusbaum, H., Kelly, S. D., & Wagner, S. (2001) · Psychological Science · doi:10.1111/1467-9280.00395 · Cited by 842 · see citing works
Cognitive load as a factor in the structuring of technical material.
Sweller, J., Chandler, P., Tierney, P., & Cooper, M. (1990) · Journal of Experimental Psychology: General · doi:10.1037/0096-3445.119.2.176 · Cited by 629 · see citing works
Embodiment as a unifying perspective for psychology
Glenberg, A. M. (2010) · Wiley Interdisciplinary Reviews Cognitive Science · doi:10.1002/wcs.55 · Cited by 601 · see citing works
Fundamental dimensions of subjective state in performance settings: Task engagement, distress, and worry.
Matthews, G., Campbell, S. E., Falconer, S., Joyner, L. A., Huggins, J., Gilliland, K., Grier, R. A., & Warm, J. S. (2002) · Emotion · doi:10.1037/1528-3542.2.4.315 · Cited by 596 · see citing works
An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks
Paas, F., & Sweller, J. (2012) · Educational Psychology Review · doi:10.1007/s10648-011-9179-2 · Cited by 502 · see citing works
Untitled work
(2009) · Cited by 439 · see citing works
Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design
de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2009) · Educational Psychology Review · doi:10.1007/s10648-009-9098-7 · Cited by 428 · see citing works
Learning strategies for making sense out of expository text: The SOI model for guiding three cognitive processes in knowledge construction
Mayer, R. E. (1996) · Educational Psychology Review · doi:10.1007/bf01463939 · Cited by 406 · see citing works
Integrating information: A meta-analysis of the spatial contiguity and temporal contiguity effects
Ginns, P. (2006) · Learning and Instruction · doi:10.1016/j.learninstruc.2006.10.001 · Cited by 403 · cited 1× · see citing works
“These materials were originally developed by Yue et al. (2013) but were modified to reduce the effects of split-attention by positioning text and corresponding diagrams closer together (Ginns, 2006) and providing number cueing to de Koning et al., 2009).”
BackgroundSelf-citation
From the Revolution to Embodiment
Glenberg, A. M., Witt, J. K., & Metcalfe, J. (2013) · Perspectives on Psychological Science · doi:10.1177/1745691613498098 · Cited by 377 · see citing works
A Prelinguistic Gestural Universal of Human Communication
Liszkowski, U., Brown, P., Callaghan, T. C., Takada, A., & Vos, C. D. (2012) · Cognitive Science · doi:10.1111/j.1551-6709.2011.01228.x · Cited by 334 · see citing works
Hands up: Attentional prioritization of space near the hand.
Reed, C. L., Grubb, J. D., & Steele, C. (2006) · Journal of Experimental Psychology: Human Perception and Performance · doi:10.1037/0096-1523.32.1.166 · Cited by 328 · see citing works
An Evolutionarily Informed Education Science
GEARY, D. C. (2008) · Educational Psychologist · doi:10.1080/00461520802392133 · Cited by 324 · see citing works
The evolution of cognitive load theory and its application to medical education
Leppink, J., & Van den Heuvel, A. (2015) · Perspectives on Medical Education · doi:10.1007/s40037-015-0192-x · Cited by 299 · see citing works
An eye movement analysis of the spatial contiguity effect in multimedia learning.
Johnson, C. I., & Mayer, R. (2012) · Journal of experimental psychology. Applied · doi:10.1037/a0026923 · Cited by 252 · see citing works
Part-Task Training for Tracking and Manual Control
Wightman, D. C., & Lintern, G. (1985) · Human Factors: The Journal of the Human Factors and Ergonomics Society · doi:10.1177/001872088502700304 · Cited by 235 · see citing works
Gesturing Saves Cognitive Resources When Talking About Nonpresent Objects
Ping, R., & Goldin‐Meadow, S. (2010) · Cognitive Science · doi:10.1111/j.1551-6709.2010.01102.x · Cited by 230 · see citing works
Cognitive Load Theory and Human Movement: Towards an Integrated Model of Working Memory
Sepp, S., Howard, S. J., Tindall‐Ford, S., Agostinho, S., & PAAS, F. G. W. C. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09461-9 · Cited by 183 · see citing works
The visuo-haptic and haptic exploration of letters increases the kindergarten-children’s understanding of the alphabetic principle
Bara, F., Gentaz, É., Colé, P., & Sprenger-Charolles, L. (2004) · Cognitive Development · doi:10.1016/j.cogdev.2004.05.003 · Cited by 176 · see citing works
Confidence intervals for an effect size measure based on the Mann–Whitney statistic. Part 1: general issues and tail‐area‐based methods
Newcombe, R. G. (2005) · Statistics in Medicine · doi:10.1002/sim.2323 · Cited by 159 · see citing works
Confidence intervals for an effect size measure based on the Mann–Whitney statistic. Part 2: asymptotic methods and evaluation
Newcombe, R. G. (2006) · Statistics in Medicine · doi:10.1002/sim.2324 · Cited by 159 · see citing works
I see it in my hands’ eye: Representational gestures reflect conceptual demands
Hostetter, A. B., Alibali, M. W., & Kita, S. (2006) · Language and Cognitive Processes · doi:10.1080/01690960600632812 · Cited by 148 · see citing works
Measuring Cognitive Load
Brünken, R., Seufert, T., & Paas, F. (2010) · Cognitive Load Theory · doi:10.1017/cbo9780511844744.011 · Cited by 143 · see citing works
Embodied learning using a tangible user interface: The effects of haptic perception and selective pointing on a spatial learning task
Skulmowski, A., Pradel, S., Kühnert, T., Brunnett, G., & Rey, G. D. (2016) · Computers & Education · doi:10.1016/j.compedu.2015.10.011 · Cited by 136 · see citing works
Timing and Frequency of Mental Effort Measurement: Evidence in Favour of Repeated Measures
van Gog, T., Kirschner, F., Kester, L., & Paas, F. (2012) · Applied Cognitive Psychology · doi:10.1002/acp.2883 · Cited by 130 · see citing works
Attention Affects Visual Perceptual Processing Near the Hand
Cosman, J. D., & Vecera, S. P. (2010) · Psychological Science · doi:10.1177/0956797610380697 · Cited by 115 · see citing works
Eye Tracking of Observer-Generated Target Movements
Steinbach, M. J., & Held, R. M. (1968) · Science · doi:10.1126/science.161.3837.187 · Cited by 107 · see citing works
Haptics in learning to read with children from low socio‐economic status families
Bara, F., Gentaz, É., & Colé, P. (2007) · British Journal of Developmental Psychology · doi:10.1348/026151007x186643 · Cited by 106 · see citing works
Getting the point: Tracing worked examples enhances learning
Hu, F., Ginns, P., & Bobis, J. (2014) · Learning and Instruction · doi:10.1016/j.learninstruc.2014.10.002 · Cited by 106 · see citing works
Self-citation
Reducing verbal redundancy in multimedia learning: An undesired desirable difficulty?
Yue, C. L., Bjork, E. L., & Bjork, R. A. (2013) · Journal of Educational Psychology · doi:10.1037/a0031971 · Cited by 98 · see citing works
Giving Learning a Helping Hand: Finger Tracing of Temperature Graphs on an iPad
Agostinho, S., Tindall-Ford, S., Ginns, P., Howard, S. J., Leahy, W., & Paas, F. (2015) · Educational Psychology Review · doi:10.1007/s10648-015-9315-5 · Cited by 94 · cited 5× · see citing works
“However, these findings are inconsistent with other studies that found no significant difference in self-reports of test item difficulty (Agostinho et al., 2015; Ginns et al., 2016).”
BackgroundResultInfluentialSelf-citation
Learning By Tracing Worked Examples
Ginns, P., Hu, F., Byrne, E. N., & Bobis, J. (2015) · Applied Cognitive Psychology · doi:10.1002/acp.3171 · Cited by 63 · see citing works
Self-citation
The Generative Drawing Principle in Multimedia Learning
Leutner, D., & Schmeck, A. (2014) · Cambridge University Press eBooks · doi:10.1017/cbo9781139547369.022 · Cited by 61 · see citing works
The hands shield attention from visual interference
Davoli, C. C., & Brockmole, J. R. (2012) · Attention Perception & Psychophysics · doi:10.3758/s13414-012-0351-7 · Cited by 61 · see citing works
The visual and visuo-haptic exploration of geometrical shapes increases their recognition in preschoolers
Kalénine, S., Pinet, L., & Gentaz, É. (2010) · International Journal of Behavioral Development · doi:10.1177/0165025410367443 · Cited by 61 · see citing works
Pointing and tracing gestures may enhance anatomy and physiology learning
Macken, L., & Ginns, P. (2014) · Medical Teacher · doi:10.3109/0142159x.2014.899684 · Cited by 58 · see citing works
Self-citation
Should learners use their hands for learning? Results from an eye‐tracking study
Korbach, A., Ginns, P., Brünken, R., & Park, B. (2019) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12396 · Cited by 58 · see citing works
Self-citation
Learning to measure through action and gesture: Children’s prior knowledge matters
Congdon, E. L., Kwon, M., & Levine, S. C. (2018) · Cognition · doi:10.1016/j.cognition.2018.07.002 · Cited by 55 · see citing works
Counting the Children: The Role of Children in the Production of Finger Flutings in Four <scp>U</scp>pper <scp>P</scp>alaeolithic Caves
Van Gelder, L. (2015) · Oxford Journal of Archaeology · doi:10.1111/ojoa.12052 · Cited by 47 · see citing works
Tracing Enhances Recall and Transfer of Knowledge of the Water Cycle
Tang, M. C. S., Ginns, P., & Jacobson, M. J. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09466-4 · Cited by 40 · see citing works
Self-citation
Preliminary Testing for Normality: Is This a Good Practice?
Keselman, H. J., Othman, A. R., & Wilcox, R. R. (2013) · Journal of Modern Applied Statistical Methods · doi:10.22237/jmasm/1383278460 · Cited by 39 · see citing works
Tracing enhances problem‐solving transfer, but without effects on intrinsic or extraneous cognitive load
Ginns, P., Hu, F., & Bobis, J. (2020) · Applied Cognitive Psychology · doi:10.1002/acp.3732 · Cited by 27 · see citing works
Self-citation
The Beast of Aggregating Cognitive Load Measures in Technology-Based Learning.
Leppink, J., & van Merriënboer, J. J. G. (2015) · Research Publications (Maastricht University) · Cited by 25 · see citing works
Learning human physiology by pointing and tracing
Ginns, P., & Kydd, A. (2019) · Routledge eBooks · doi:10.4324/9780429283895-10 · Cited by 25 · see citing works
Self-citation
Using Primary Knowledge: an Efficient Way To Motivate Students and Promote the Learning of Formal Reasoning
Lespiau, F., & Tricot, A. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09482-4 · Cited by 24 · see citing works
Conditions of Practice in Perceptual Skill Learning
Memmert, D., Hagemann, N., Althoetmar, R., Geppert, S., & Seiler, D. (2009) · Research Quarterly for Exercise and Sport · doi:10.1080/02701367.2009.10599527 · Cited by 23 · see citing works
Does Tracing Worked Examples Enhance Geometry Learning
Hu, F., Ginns, P., & Bobis, J. (2014) · Australian journal of educational and developmental psychology · Cited by 23 · see citing works
Self-citation
Tracing worked examples: effects on learning in geometry
Du, X., & Zhang, Q. (2018) · Educational Psychology · doi:10.1080/01443410.2018.1536256 · Cited by 23 · see citing works
Examining the influence of action on spatial working memory: The importance of selection
Dodd, M. D., & Shumborski, S. J. (2008) · Quarterly Journal of Experimental Psychology · doi:10.1080/17470210802439869 · Cited by 20 · see citing works
Blazing The Trail For Astronomy Education Research
Bailey, J. M., & Lombardi, D. (2015) · Journal of Astronomy & Earth Sciences Education (JAESE) · doi:10.19030/jaese.v2i2.9512 · Cited by 20 · see citing works
Embodied cognition?
Park, B., Korbach, A., Ginns, P., et al. (2019) · Routledge eBooks · doi:10.4324/9780429283895-12 · Cited by 10 · see citing works
Self-citation
Untitled work
(1999)

Flagged first, then by citations

Sorted by citations

The Cognitive Architecture of Digital Externalization
Skulmowski, A. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09818-1 · Cited by 76 · see citing works
“…utilized biologically primary knowledge in the form of intuitive actions, such as pointing gestures on tablets, with positive effects on learning (e.g., Agostinho et al., 2015; Ginns & King, 2021), confirming that the use of primary biological knowledge may indeed keep cognitive load at a minimum.”
Background
Tracing enhances problem‐solving transfer, but without effects on intrinsic or extraneous cognitive load
Ginns, P., Hu, F., & Bobis, J. (2020) · Applied Cognitive Psychology · doi:10.1002/acp.3732 · Cited by 27 · see citing works
Self-citation

Authors: Ginns, P., & King, V.
Affiliations: The University of Sydney (AU)
Corresponding author: Ginns, Paul
ORCID: Ginns, Paul
Venue: Educational Technology Research and Development
Publisher: Springer Science and Business Media LLC
Published: 2021-05-11
Volume: 69
Issue: 3
Pages: 1387-1403
ISSN: 1042-1629 (ISSN-L)
1556-6501
DOI: 10.1007/s11423-021-09997-0
OpenAlex: W3163827681
Cited by: 31
References: 70
Citations by year: 2026: 4 · 2025: 3 · 2024: 7 · 2023: 8 · 2022: 6 · 2021: 2 · 2020: 1
FWCI: 5.56
Type: journal article
Language: en
Open access: closed
Licence: www.springer.com/tdm (tdm)
www.springer.com/tdm (vor)
Locations: Educational Technology Research and Development (publishedVersion)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Education › Online and Blended Learning
Keywords: cognitive load theory, intrinsic motivation, extraneous cognitive load, intrinsic cognitive load, computer-assisted instruction, astronomy education, star formation, retention and transfer, explicit instruction

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Pointing and tracing enhance computer-based learning

Integrity signals

Claims the paper makes

Claims other papers make about this one

Cites

Cited by

Related

Record

About these checks