臺灣博碩士論文加值系統

Previous studies have suggested that embodied pedagogy through the use of tracing gestures in the worked example-based instruction may enhance the learning by reducing cognitive load. The present study attempted to replicate the previous results and further examined the boundary condition of tracing gesture whether its cognitive effect is merely comparable with other attention-guiding means, i.e., textual attention cueing, in two different learning tasks in nature (Experiment 1 and Experiment 2). In addition, the present study also investigated the individual differences in tracing effect in relation to the learners’ working-memory capacity (Experiment 3).
Across three experiments, Year 6 students aged between 11 and 13 years old were recruited. In the first two experiments, the participants were asked to study worked examples on angles relationships involving parallel lines (Experiment 1) and laws of indices (Experiment 2) either without tracing instruction, with textual attention cueing instruction, or tracing instruction. The tracing group outperformed the other two groups on a subsequent test and reported lower levels of test difficulty (i.e. the reduced of intrinsic cognitive load) in Experiment 1 but not in Experiment 2, suggesting that the facilitation effect of tracing gesture was beyond guiding attention in the learning of highly visuo-spatial worked examples but not in the materials with fewer visuo-spatial components. Experiment 3 used the materials on angle relationships involving parallel lines to test whether participants with low working-memory capacity would benefit more than participants with high working-memory capacity when using tracing gesture in the learning of visuospatial-based worked examples. The results showed comparable learning outcomes (i.e. the test performance and ratings of test item difficulty) between the low- and high-capacity individuals in the tracing condition and also in the non-tracing condition, suggesting that the facilitation effect of tracing gesture was not affected by the individuals’ working-memory capacity.
Taken together, the present findings suggested that tracing gesture offers a simple yet effective embodied technique that may further enhances the worked example-based learning through its cognitive effect by reducing working memory load specifically on the task involved with spatial information. The limitations and suggestions for future research are discussed.

Certificate of Committee Approval………………………………………….…ii, iii
Acknowledgements…………………………………………………………..……iv
Table of Contents………………………………………………………………….vi
List of Figures and Tables…………………………………………………………ix
List of Appendices………………………………………………………………...xi
Abstract…………………………………………………………………………...xii
CHAPTER 1: INTRODUCTION
1.1 Background of the Study……………………………………………………1
1.1.1 The Instructional Designs of Worked Examples…………………….1
1.1.2 Embodied Cognition and Tracing Gesture.………………………….4
1.2 Objectives of the Study……………………………………………………...7
1.3 Significance of the Study……………………………………………………8
CHAPTER 2: LITERATURE REVIEW
2.1 Cognitive Load Theory……………………………………………………10
2.1.1 Intrinsic Cognitive Load……………………………………………11
2.1.2 Extraneous Cognitive Load ………………………………………..12
2.1.3 Germane Cognitive Load…………………………………………..13
2.2 Worked Example Effects………………………………………………….15
2.3 The Instructional Design Principles for Worked Examples……………….19
2.3.1 Intra-Example Features…………………………………………….20
2.3.2 Inter-Example Features: Lesson Design……………………………26
2.3.3 Interacting with Worked Examples: Tracing Effects……………….30
2.4 Finger Tracing and Visual Object Recognition……………………………31
2.5 Finger Tracing from Embodied Cognition Perspective……………………35
2.6 Finger Tracing as Deictic Gesture…………………………………………38
2.7 The Potential of Tracing Gesture in Learning……………………………..40
2.8 Summary…………………………………………………………………..49
CHAPTER 3: EXPERIMENT 1 ……………………………………………….52

CHAPTER 4: EXPERIMENT 2 ……………………………………………….67

CHAPTER 5: EXPERIMENT 3 ……………………………………………….82

CHAPTER 6: GENERAL DISCUSSION
6.1 Summary of Key Findings…………………………………………………99
6.2 Limitations and Suggestions for Future Research………………………..103
6.3 Conclusions………………………………………………………………105
REFERENCES…………………………………………………………………107
APPENDICES
Appendix 1: Approval Letters……………………………………………115
Appendix 2: Parental Consent Form……………………………………...120
Appendix 3: Experimental Materials for Experiment 1…………………..122
Appendix 4: Experimental Materials for Experiment 2…………………..150

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