Tracing worked examples: effects on learning in geometry

References

• Abrams, R. A., Davoli, C. C., Du, F., Knapp, W. H., & Paull, D. (2008). Altered vision near the hands. Cognition, 107, 1035–1047. doi:10.1016/j.cognition.2007.09.006
   PubMed Web of Science ®Google Scholar
• Agostinho, S., Tindall-Ford, S., Ginns, P., Howard, S. J., Leahy, W., & Paas, F. (2015). Giving learning a helping hand: finger tracing of temperature graphs on an iPad. Educational Psychology Review, 27, 427–443. doi:10.1007/s10648-015-9315-5
   Web of Science ®Google Scholar
• Alibali, M. W., Kita, S., & Young, A. J. (2000). Gesture and the process of speech production: We think, therefore we gesture. Language and Cognitive Processes, 15, 593–613. doi:10.1080/016909600750040571
   Web of Science ®Google Scholar
• Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D. (2000). Learning from examples: Instructional principles from the worked examples research. Review of Educational Research, 70, 181–214. doi:10.3102/00346543070002181
   Web of Science ®Google Scholar
• Barsalou, L. W. (2008). Grounded cognition. Annual Review of Psychology, 59, 617–645. doi:10.1146/annurev.psych.59.103006.093639
   PubMed Web of Science ®Google Scholar
• Barsalou, L. W. (2010). Grounded cognition: Past, present, and future. Topics in Cognitive Science, 2, 716–724. doi:10.1111/j.1756-8765.2010.01115.x
   PubMed Web of Science ®Google Scholar
• Broaders, S. C., Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2007). Making children gesture brings out implicit knowledge and leads to learning. Journal of Experimental Psychology: General, 136, 539–550. doi:10.1037/0096-3445.136.4.539
   PubMed Web of Science ®Google Scholar
• Chen, O., Kalyuga, S., & Sweller, J. (2016). Relations between the worked example and generation effects on immediate and delayed tests. Learning and Instruction, 45, 20–30. doi:10.1016/j.learninstruc.2016.06.007
   Web of Science ®Google Scholar
• Cherdieu, M., Palombi, O., Gerber, S., Troccaz, J., & Rochetcapellan, A. (2017). Make gestures to learn: Reproducing gestures improves the learning of anatomical knowledge more than just seeing gestures. Frontiers in Psychology, 8, 1689–1704. doi:10.3389/fpsyg.2017.01689
   PubMed Web of Science ®Google Scholar
• Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145–182. doi:10.1016/0364-0213(94)90016-7
   Web of Science ®Google Scholar
• Colonnesi, C., Stams, G. J. J., Koster, I., & Noom, M. J. (2010). The relation between pointing and language development: A meta-analysis. Developmental Review, 30, 352–366. doi:10.1016/j.dr.2010.10.001
   Web of Science ®Google Scholar
• Cook, S. W., Duffy, R. G., & Fenn, K. M. (2013). Consolidation and transfer of learning after observing hand gesture. Child Development, 84, 1863–1871. doi:10.1111/cdev.12097
   PubMed Web of Science ®Google Scholar
• Cook, S.W., Mitchell, Z., & Goldin-Meadow, S. (2008). Gesturing makes learning last. Cognition, 106, 1047–1058. doi:10.1016/j.cognition.2007.04.010
   PubMed Web of Science ®Google Scholar
• de Koning, B. B., & Tabbers, H. K. (2011). Facilitating understanding of movements in dynamic visualizations: An embodied perspective. Educational Psychology Review, 23, 501–521. doi:10.1007/s10648-011-9173-8
   Web of Science ®Google Scholar
• de Koning, B. B., & Tabbers, H. K. (2013). Gestures in instructional animations: A helping hand to understanding non-human movements. Applied Cognitive Psychology, 27, 683–689. doi:10.1002/acp.2937
   Web of Science ®Google Scholar
• de Koning, B. B., Tabbers, H. K., Rikers, R. M., & Paas, F. (2009). Towards a framework for attention cueing in instructional animations: Guidelines for research and design. Educational Psychology Review, 21, 113–140. doi:10.1007/s10648-009-9098-7
   Web of Science ®Google Scholar
• Field, A. (2005). Discovering statistics using SPSS (2nd ed.). London: Sage.
   Google Scholar
• Geary, D. C. (2008). An evolutionarily informed education science. Educational Psychologist, 43(4), 179–195. doi:10.1080/00461520802392133
   Web of Science ®Google Scholar
• Ginns, P., Hu, F. T., Byrne, E., & Bobis, J. (2016). Learning by tracing worked examples. Applied Cognitive Psychology, 30, 160–169. doi:10.1002/acp.3171
   Web of Science ®Google Scholar
• Glenberg, A. M., Goldberg, A. B., & Zhu, X. (2011). Improving early reading comprehension using embodied CAI. Instructional Science, 39, 27–39. doi:10.1007/s11251-009-9096-7
   Web of Science ®Google Scholar
• Goldin-Meadow, S., Levine, S. C., Zinchenko, E., Yip, T. K., Hemani, N., & Factor, L. (2012). Doing gesture promotes learning a mental transformation task better than seeing gesture. Developmental Science, 15, 876–884. doi:10.1111/j.1467-7687.2012.01185.x
   PubMed Web of Science ®Google Scholar
• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.
   Google Scholar
• Hu, F. T., Ginns, P., & Bobis, J. (2014). Does tracing worked examples enhance geometry learning. Australian Journal of Educational & Developmental Psychology, 14, 45–49.
   Google Scholar
• Hu, F. T., Ginns, P., & Bobis, J. (2015). Getting the point: tracing worked examples enhances learning. Learning and Instruction, 35, 85–93. doi:10.1016/j.learninstruc.2014.10.002
   Web of Science ®Google Scholar
• Ionescu, T., & Vasc, D. (2014). Embodied cognition: Challenges for psychology and education. Procedia-Social and Behavioral Sciences, 128, 275–280. doi:10.1016/j.sbspro.2014.03.156
   Google Scholar
• James, K. H., & Swain, S. N. (2011). Only self-generated actions create sensori-motor systems in the developing brain. Developmental Science, 14, 673–678. doi:10.1111/j.1467-7687.2010.01011.x
   PubMed Web of Science ®Google Scholar
• Macken, L., & Ginns, P. (2014). Pointing and tracing gestures may enhance anatomy and physiology learning. Medical Teacher, 36, 596–601. doi:10.3109/0142159x.2014.899684
   PubMed Web of Science ®Google Scholar
• Mavilidi, M. F., Okely, A. D., Chandler, P., Cliff, D. P., & Paas, F. (2015). Effects of integrated physical exercises and gestures on preschool children’s foreign language vocabulary learning. Educational Psychology Review, 27, 413–426. doi:10.1007/s10648-015-9337-z
   Web of Science ®Google Scholar
• Mousavi, S. Y., Low, R, & Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational Psychology, 87, 319–334. doi:10.1037/0022-0663.87.2.319
   Web of Science ®Google Scholar
• Newcombe, R. (2006a). Confidence intervals for an effect size measure based on the Mann–Whitney statistic. Part 1: General issues and tail-area-based methods. Statistics in Medicine, 25, 543–557. doi:10.1002/sim.2323
   PubMed Web of Science ®Google Scholar
• Newcombe, R. (2006b). Confidence intervals for an effect size measure based on the Mann–Whitney statistic. Part 2: Asymptotic methods and evaluation. Statistics in Medicine, 25, 559–573. doi:10.1002/sim.2324
   PubMed Web of Science ®Google Scholar
• Nievelstein, F., van Gog, T., van Dijck, G., & Boshuizen, H. P. A. (2013). The worked example and expertise reversal effect in less structured tasks: Learning to reason about legal cases. Contemporary Educational Psychology, 38, 118–125. doi:10.1016/j.cedpsych.2012.12.004
   Web of Science ®Google Scholar
• Ouwehand, K., van Gog, T., & Paas, F. (2015). Designing effective video-based modeling examples using gaze and gesture cues. Educational Technology & Society, 18, 78–88.
   Web of Science ®Google Scholar
• Ouwehand, K., van Gog, T., & Paas, F. (2016). Effects of pointing compared with naming and observing during encoding on item and source memory in young and older adults. Memory, 24, 1243–1255. doi:10.1080/09658211.2015.1094492
   PubMed Web of Science ®Google Scholar
• Paas, F. (1992). Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. Journal of Educational Psychology, 84, 429–434. doi:10.1037/0022-0663.84.4.429
   Web of Science ®Google Scholar
• Paas, F., & Sweller, J. (2012). An evolutionary upgrade of cognitive load theory: Using the human motor system and collaboration to support the learning of complex cognitive tasks. Educational Psychology Review, 24, 27–45. doi:10.1007/s10648-011-9179-2
   Web of Science ®Google Scholar
• Ping, R., & Goldin-Meadow, S. (2010). Gesturing saves cognitive resources when talking about nonpresent objects. Cognitive Science, 34, 602–619. doi:10.1111/j.1551-6709.2010.01102.x
   PubMed Web of Science ®Google Scholar
• Post, L. S., van Gog, T., Paas, F., & Zwaan, R. A. (2013). Effects of simultaneously observing and making gestures while studying grammar animations on cognitive load and learning. Computers in Human Behavior, 29, 1450–1455. doi:10.1016/j.chb.2013.01.005
   Web of Science ®Google Scholar
• Pouw, W. T., Mavilidi, M. F., van Gog, T., & Paas, F. (2016). Gesturing during mental problem solving reduces eye movements, especially for individuals with lower visual working memory capacity. Cognitive Processing, 17, 269–277. doi:10.1007/s10339-016-0757-6
   PubMed Web of Science ®Google Scholar
• Renkl, A. (2014). Toward an instructionally oriented theory of example-based learning. Cognitive Science, 38, 1–37. doi:10.1111/cogs.12086
   PubMed Web of Science ®Google Scholar
• Retnowati, E., Ayres, P., & Sweller, J. (2010). Worked example effects in individual and group work settings. Educational Psychology, 30, 349–367. doi:10.1080/01443411003659960
   Web of Science ®Google Scholar
• Rizzolatti, G., & Craighero, L. (2004). The mirror-neuron system. Annual Review of Neuroscience, 27, 169–192. doi:10.1146/annurev.neuro.27.070203.144230
   PubMed Web of Science ®Google Scholar
• Rueschemeyer, S. A., Lindemann, O., van Elk, M., & Bekkering, H. (2009). Embodied cognition: The interplay between automatic resonance and selection-for-action mechanisms. European Journal of Social Psychology, 39, 1180–1187. doi:10.1002/ejsp.662
   Web of Science ®Google Scholar
• Singer, M. A., & Goldin-Meadow, S. (2005). Children learn when their teachers’ gestures and speech differ. Psychological Science, 16, 85–89. doi:10.1111/j.0956-7976.2005.00786.x
   PubMed Web of Science ®Google Scholar
• Triona, L. M., & Klahr, D. (2003). Point and click or grab and heft: Comparing the influence of physical and virtual instructional materials on elementary school students’ ability to design experiments. Cognition and Instruction, 21, 149–173. doi:10.1207/s1532690xci2102_02
   Web of Science ®Google Scholar
• van Gog, T., Paas, F., & Sweller, J. (2010). Cognitive load theory: Advances in research on worked examples, animations, and cognitive load measurement. Educational Psychology Review, 22, 375–378. doi:10.1007/s10648-010-9145-4
   Web of Science ®Google Scholar
• van Gog, T., Paas, F., & van Merriënboer, J. J. (2008). Effects of studying sequences of process-oriented and product-oriented worked examples on troubleshooting transfer efficiency. Learning and Instruction, 18, 211–222. doi:10.1016/j.learninstruc.2007.03.003
   Web of Science ®Google Scholar
• van Gog, T., Paas, F., Marcus, N., Ayres, P., & Sweller, J. (2009). The mirror neuron system and observational learning: Implications for the effectiveness of dynamic visualizations. Educational Psychology Review, 21, 21–30. doi:10.1007/s10648-008-9094-3
   Web of Science ®Google Scholar
• Wittrock, M. C. (2010). Learning as a generative process. Educational Psychologist, 45, 40–45. doi:10.1080/00461520903433554
   Web of Science ®Google Scholar