How Do Gestural Interactions Support Visuospatial Cognition in STEM Learning?
Saved in:
| Title: | How Do Gestural Interactions Support Visuospatial Cognition in STEM Learning? |
|---|---|
| Language: | English |
| Authors: | Zhen Xu (ORCID |
| 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 |
Be the first to leave a comment!
