View in EDS

How Do Gestural Interactions Support Visuospatial Cognition in STEM Learning?

Saved in:
Bibliographic Details
Title: How Do Gestural Interactions Support Visuospatial Cognition in STEM Learning?
Language: English
Authors: Zhen Xu (ORCID 0000-0002-5080-7684), Pasha Antonenko, Kara M. Dawson, Do Hyong Koh (ORCID 0000-0002-6101-4794), Christine Wusylko (ORCID 0000-0003-3449-9391)
Source: British Journal of Educational Technology. 2026 57(4):1140-1162.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 23
Publication Date: 2026
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1849768
2329408
Document Type: Journal Articles
Reports - Research
Descriptors: Nonverbal Communication, Interaction, Visual Perception, Spatial Ability, Cognitive Processes, STEM Education, Performance, Accuracy, Reaction Time, Efficiency, Learning Activities, Individual Differences, Short Term Memory, Inhibition, Task Analysis
DOI: 10.1111/bjet.70053
ISSN: 0007-1013
1467-8535
Abstract: Existing literature shows that touchscreen devices can support learning of visuospatially rich STEM content. However, the mechanisms by which touchscreen devices support cognition in learning remains unclear. This study examined how gestural interactions afforded by touchscreen devices support visuospatial cognition in STEM learning by comparing touch-based gestural input with mouse input. This quasi-experimental study was conducted during the implementation of an elementary cryptology and cybersecurity curriculum in afterschool settings. Data included measures of student performance including accuracy, response time and interaction efficiency across two visuospatial learning activities. Students' cognitive individual differences including verbal and visuospatial working memory, visual processing speed and cognitive inhibitory control were measured. A learning test was administered as a pretest and a posttest. Results show that in the simpler learning task, students using touch-based gestural input demonstrated higher interaction efficiency, longer response times and more errors. In the more challenging task, differences between the experimental and comparison groups were not significant. Working memory capacity moderated the accuracy of students' learning performance, with the influence of visuospatial and verbal working memory capacity varying based on the type of representation used in each activity. Fitts' throughput mediated the association between input type and learning outcomes of the curriculum. This study advances our understanding of the cognitive mechanisms underlying the use of touchscreen devices in STEM learning by demonstrating that efficient gestural interaction supports visuospatial cognition and learning.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508524
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1508524
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: How Do Gestural Interactions Support Visuospatial Cognition in STEM Learning?
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Zhen+Xu%22">Zhen Xu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5080-7684">0000-0002-5080-7684</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pasha+Antonenko%22">Pasha Antonenko</searchLink><br /><searchLink fieldCode="AR" term="%22Kara+M%2E+Dawson%22">Kara M. Dawson</searchLink><br /><searchLink fieldCode="AR" term="%22Do+Hyong+Koh%22">Do Hyong Koh</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6101-4794">0000-0002-6101-4794</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christine+Wusylko%22">Christine Wusylko</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3449-9391">0000-0003-3449-9391</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Educational+Technology%22"><i>British Journal of Educational Technology</i></searchLink>. 2026 57(4):1140-1162.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 23
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: National Science Foundation (NSF)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: 1849768<br />2329408
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Nonverbal+Communication%22">Nonverbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Perception%22">Visual Perception</searchLink><br /><searchLink fieldCode="DE" term="%22Spatial+Ability%22">Spatial Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Performance%22">Performance</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Reaction+Time%22">Reaction Time</searchLink><br /><searchLink fieldCode="DE" term="%22Efficiency%22">Efficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Differences%22">Individual Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Short+Term+Memory%22">Short Term Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Inhibition%22">Inhibition</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/bjet.70053
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0007-1013<br />1467-8535
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Existing literature shows that touchscreen devices can support learning of visuospatially rich STEM content. However, the mechanisms by which touchscreen devices support cognition in learning remains unclear. This study examined how gestural interactions afforded by touchscreen devices support visuospatial cognition in STEM learning by comparing touch-based gestural input with mouse input. This quasi-experimental study was conducted during the implementation of an elementary cryptology and cybersecurity curriculum in afterschool settings. Data included measures of student performance including accuracy, response time and interaction efficiency across two visuospatial learning activities. Students' cognitive individual differences including verbal and visuospatial working memory, visual processing speed and cognitive inhibitory control were measured. A learning test was administered as a pretest and a posttest. Results show that in the simpler learning task, students using touch-based gestural input demonstrated higher interaction efficiency, longer response times and more errors. In the more challenging task, differences between the experimental and comparison groups were not significant. Working memory capacity moderated the accuracy of students' learning performance, with the influence of visuospatial and verbal working memory capacity varying based on the type of representation used in each activity. Fitts' throughput mediated the association between input type and learning outcomes of the curriculum. This study advances our understanding of the cognitive mechanisms underlying the use of touchscreen devices in STEM learning by demonstrating that efficient gestural interaction supports visuospatial cognition and learning.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1508524
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1508524
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/bjet.70053
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 1140
    Subjects:
      – SubjectFull: Nonverbal Communication
        Type: general
      – SubjectFull: Interaction
        Type: general
      – SubjectFull: Visual Perception
        Type: general
      – SubjectFull: Spatial Ability
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Performance
        Type: general
      – SubjectFull: Accuracy
        Type: general
      – SubjectFull: Reaction Time
        Type: general
      – SubjectFull: Efficiency
        Type: general
      – SubjectFull: Learning Activities
        Type: general
      – SubjectFull: Individual Differences
        Type: general
      – SubjectFull: Short Term Memory
        Type: general
      – SubjectFull: Inhibition
        Type: general
      – SubjectFull: Task Analysis
        Type: general
    Titles:
      – TitleFull: How Do Gestural Interactions Support Visuospatial Cognition in STEM Learning?
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Zhen Xu
      – PersonEntity:
          Name:
            NameFull: Pasha Antonenko
      – PersonEntity:
          Name:
            NameFull: Kara M. Dawson
      – PersonEntity:
          Name:
            NameFull: Do Hyong Koh
      – PersonEntity:
          Name:
            NameFull: Christine Wusylko
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0007-1013
            – Type: issn-electronic
              Value: 1467-8535
          Numbering:
            – Type: volume
              Value: 57
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: British Journal of Educational Technology
              Type: main
ResultId 1