This chapter outlines recent advances in cognitive load theory focusing on gestures, human movement, and the use of Information and Communication Technologies (ICT). Previous studies investigating the human motor system suggest that actions such as gestures and full–body movements can benefit learners, though it is still unclear how factors such as attention and embodiment may influence cognition. A recent doctoral study exploring the effects of attentional and embodied gestures, provides novel methodologies for using ICT to capture and record the gesture–based interactions of students as they work through multimedia lessons. Based upon these novel methodologies, future areas of research with an emphasis on capturing physical data are discussed. Educational implications for the use of gesture–based ICT tools are then presented, suggesting that touch–based learning experiences such as educational apps may provide learning benefits when gestures are aligned with the concepts to be learnt.
|Title of host publication||Advances in Cognitive Load Theory|
|Subtitle of host publication||Rethinking Teaching|
|Publisher||Taylor and Francis AS|
|Number of pages||12|
|Publication status||Published - 1 Jan 2019|
Bibliographical notePublisher Copyright:
© 2020 selection and editorial matter, Sharon Tindall-Ford, Shirley Agostinho and John Sweller; individual chapters, the contributors.