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Abstract
Background: Currently, instructional effects generated by Cognitive load theory (CLT) are limited to visual and auditory cognitive processing. In contrast, “embodied cognition” perspectives suggest a range of gestures, including pointing, may act to support communication and learning, but there is relatively little research showing benefits of such “embodied learning” in the health sciences.
Aim: This study investigated whether explicit instructions to gesture enhance learning through its cognitive effects.
Methods: Forty-two university-educated adults were randomly assigned to conditions in which they were instructed to gesture, or not gesture, as they learnt from novel, paper-based materials about the structure and function of the human heart. Subjective ratings were used to measure levels of intrinsic, extraneous and germane cognitive load.
Results: Participants who were instructed to gesture performed better on a knowledge test of terminology and a test of comprehension; however, instructions to gesture had no effect on subjective ratings of cognitive load.
Conclusions: This very simple instructional re-design has the potential to markedly enhance student learning of typical topics and materials in the health sciences and medicine.
Declaration of interest: Neither author has a declaration of interest to report.