Mimicking Gestures or Drawing: Which Better Supports Learning Statistics from Video?

• In Event: AERA Research in Progress Roundtable Session Four
  In Invited Roundtable: Research-in-Progress RT026 (Saturday)

Abstract

This study investigates whether mimicking gestures or drawing during online statistics videos better supports learning and engagement. Guided by embodied cognition and cognitive load theory, we compare three instructional conditions: students mimicking instructor gestures, mimicking instructor drawings, or verbally describing visualizations. Undergraduate participants will complete a pretest, posttest, and learning experience survey. Analyses will examine effects of condition on learning, engagement, and perceived cognitive load. We expect both embodied conditions to enhance learning and engagement relative to control, with drawing eliciting higher perceived cognitive load. Findings will inform how embodied learning tools can be integrated effectively into online statistics instruction.

Authors

• Luke Rabelhofer, University of California - Riverside

• Felipe Cruz, University of California - Riverside