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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 40, 2020 - Issue 5
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Articles

Using mimicking gestures to improve observational learning from instructional videos

Ruth MierowskySchool of Computer Science and Engineering, University of NSW, Sydney, Australia
,
Nadine MarcusSchool of Computer Science and Engineering, University of NSW, Sydney, AustraliaCorrespondence[email protected]
&
Paul AyresSchool of Computer Science and Engineering, University of NSW, Sydney, Australia
Pages 550-569 | Received 02 Jul 2018, Accepted 29 Jul 2019, Published online: 13 Aug 2019

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Read on this site (2)

Baichang Zhong, Siyu Su, Xiaofan Liu & Zehui Zhan. (2023) A literature review on the empirical studies of technology-based embodied learning. Interactive Learning Environments 31:8, pages 5180-5199.
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Detlef Urhahne. (2020) Learning approaches. Educational Psychology 40:5, pages 533-534.
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Articles from other publishers (11)

Juan C. Castro-Alonso, Paul Ayres, Shirong Zhang, Björn B. de Koning & Fred Paas. (2024) Research Avenues Supporting Embodied Cognition in Learning and Instruction. Educational Psychology Review 36:1.
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Stoo Sepp, Shirley Agostinho, Sharon Tindall-Ford & Fred Paas. (2023) To Trace or Not to Trace? Mimicry in Timed Multimedia Lessons with Pointing and Tracing. Educational Psychology Review 36:1.
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Bjorn B. de Koning, Katrina Mok, Nadine Marcus & Paul Ayres. (2022) Investigating the role of hand perspective in learning from procedural animations. British Journal of Educational Psychology 93:S2, pages 251-269.
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Yupeng Lin & Zhonggen Yu. (2023) A Meta-analysis Evaluating the Effectiveness of Instructional Video Technologies. Technology, Knowledge and Learning.
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Eleni Smyrnis, Paul Ginns & Janette Bobis. (2022) Mimicking tracing actions enhances young children's mathematical learning. Applied Cognitive Psychology 36:6, pages 1356-1364.
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Mingcheng He, Xianyou He, Zixin Zheng, Jiamin Deng & Chenjing Wu. (2021) The impact of action observation and motor imagery on the aesthetic preference of C hinese calligraphy . PsyCh Journal 11:5, pages 645-655.
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Ali Darejeh, Nadine Marcus & John Sweller. (2022) Increasing learner interactions with E-learning systems can either decrease or increase cognitive load depending on the nature of the interaction. L’Année psychologique Vol. 122:3, pages 405-437.
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Birgit Brucker, Björn de Koning, David Rosenbaum, Ann-Christine Ehlis & Peter Gerjets. (2022) The influence of gestures and visuospatial ability during learning about movements with dynamic visualizations – An fNIRS study. Computers in Human Behavior 129, pages 107151.
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Yang Yang. (2021) RETRACTED: Peculiarities of creative thinking development within the educational piano playing course. Thinking Skills and Creativity 42, pages 100930.
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Huizi Li. (2021) Piano Education of Children Using Musical Instrument Recognition and Deep Learning Technologies Under the Educational Psychology. Frontiers in Psychology 12.
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Mingcheng He, Wei Zhang, Jiamin Deng & Xianyou He. (2021) The effect of action observation on aesthetic preference of Chinese calligraphy: An fMRI study. Brain and Behavior 11:8.
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