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Gesture‐based interaction for learning: time to make the dream a reality

BROWSE_DETAIL_CREATION_DATE: 13-06-2018

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BROWSE_DETAIL_TYPE: Article

BROWSE_DETAIL_PUBLISH_STATE: Published

BROWSE_DETAIL_FORMAT: No File

BROWSE_DETAIL_LANG: English

BROWSE_DETAIL_SUBJECTS: TECHNOLOGY,

BROWSE_DETAIL_CREATORS: Karakaya, Murat (Author), Şengül, Gökhan (Author),

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BROWSE_DETAIL_PUBLICATION_NAME: British Journal of Educational Technology BROWSE_DETAIL_PUBLICATION_NUMBER: 3 BROWSE_DETAIL_PUBLICATION_VOLUME: 43


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education and technology, technology


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IntroductionResearch studies have shown that individualswho make hand gestures learn better than the oneswho do not (eg, Alibali & Goldin-Meadow, 1993; Broaders, Cook, Mitchell & Goldin-Meadow,2007). For instance, when children use their hands while they are explaining how they solvemathematical equivalence problems (eg, 6 + 4 +5 = _ + 5), they perform better in post-tests(Broaders et al, 2007). Comprehension and, consequently, memory are improved by these acts(Stevanoni & Salmon, 2005). In addition, gestures facilitate deep and long-lasting learning(Cutica & Bucciarelli, 2008).Several proposals have been put forward to explainwhy gestures enhance learning.To begin with,Beilock and Goldin-Meadow (2010) have suggested that including motor actions into mentalrepresentations is responsible for performance improvements. Learners may produce integratedand richer representations when they describe a procedure with gestures (Alibali & Goldin-Meadow, 1993; McNeill, 1992). By means of gestures, people can externalise their thoughts(Clark, 1999), and as a result, more cognitive resources become available for learning from thelimited resources of the mind (Goldin-Meadow & Wagner, 2005).


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