Mimicking tracing and pointing gestures on a touchscreen during timed multimedia worked examples hindered adolescent learners' geometry learning¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Adolescent participants who performed mimicked tracing and pointing gestures during timed multimedia worked examples on an iPad scored lower than those who did not. → de Koning 2025
Evidence¶
de Koning 2025¶
de Koning, B., Zhang, S., & Sepp, S. (2025). Integrating Human Movement in Learning: Advancements in Language Instruction, Multimedia, and Theory. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10027-1
q2 · i? · review · r2
The review reports the experiment by Sepp et al. (2024) on mimicking tracing and pointing gestures during timed multimedia worked examples on an iPad in geometry learning. The review states that, "Contrary to prior findings, adolescent participants who performed these gestures scored lower than those who did not." No effect size is printed.
"Contrary to prior findings, adolescent participants who performed these gestures scored lower than those who did not."
Discussion¶
Related Claims¶
- Pointing during multimedia learning leads to superior comprehension and increased attentional focus compared with tracing or no hand movements — related
- The reviewed tracing studies consistently confirm learning benefits of tracing across retention, comprehension, and transfer measures, though cognitive-load hypotheses were not confirmed in all studies — reports the opposite
- Pointing and tracing gestures improved retention and comprehension over no gesturing (review attributes this to Macken & Ginns, 2014) — reports the opposite
- Tracing and pointing during a paper-based multimedia lesson improves comprehension test performance in Chinese-speaking adults — reports the opposite
- Gesturing during learning improves retention and reduces cognitive load — reports the opposite
- Specific pointing by pedagogical agents was more effective than nonspecific pointing, which beat non-pointing gestures (review attributes this to Li et al., 2019) — reports the opposite
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
touchscreen-tracing-hinders-timed-worked-examples |
title |
Mimicking tracing and pointing gestures on a touchscreen during timed multimedia worked examples hindered adolescent learners' geometry learning |
description |
Mimicking tracing and pointing gestures on a touchscreen during timed multimedia worked examples hindered adolescent learners' geometry learning |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — de-koning-2025 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.