When learning to solve mathematical equivalence problems, students benefit from instruction with hand gesture. However, little is known about the mechanism by which gesture supports student’s learning. Since gesture is highly visual, it is possible that gesture supports learning by changing students’ visual attention during instruction. We used eye-tracking to investigate how observing gesture in instruction influences visual attention during subsequent problem-solving. Children were taught how to solve mathematical equivalence problems using video instruction with or without gesture. Children who were taught using instruction with gesture had increased attention to the blank during post-test problem solving compared to children who were taught without gesture. Children’s visual attention patterns on the blank also differed by problem features and learning outcomes. These findings suggest that gesture influences visual attention during problem-solving which may an important mechanism in gesture’s influence on children’s learning.

The Influence of Instruction with Hand Gesture on Children’s Visual Attention after Instruction

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The 45th Annual Meeting of the Cognitive Science Society will take place in Sydney, Australia as a modified hybrid conference. Presentations from the main-session room will be live-streamed every day for all events. This will include all invited talks and award sessions. Recordings of all CogSci 2023 sessions will be made available for on-demand viewing after the conference.<br>
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CogSci 2023

The 45th Annual Meeting of the Cognitive Science Society presents the latest research across cognitive science and highlights the theme of Cognition in Context.

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The Influence of Instruction with Hand Gesture on Children’s Visual Attention after Instruction

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