Clker.com |
Clker.com |
One of the obvious problems with video-based instruction, especially the more visually captivating, ironically, is the potential for viewers to drop back into "TV-trance-mode", absorbing but not doing much processing or demonstrating meaningful engagement. (There is also a very serious issue with visual modality overpowering auditory and kinaesthetic, as well.) In pronunciation work, where re-education of the body is central, not enthusiastically joining "the dance" is a deal breaker . . . One key contribution of gesture to instruction is to create stronger engagement and enhancement of moment-by-moment attention.
A 2014 study, The effect of gestured instruction on the learning of physical causality problems by Carlson, Jacobs, Perry and Ruth Breckinridge-Church demonstrates how systematic use of gesture by instructors on video can significantly improve learning of another "physical" process. Subjects who viewed the "gesture-articulated" instructor, rather than just the spoken presentation did better on the post test. This study is particularly relevant in that it deals with gesture enabling cognition of what is a very "tactile" concept, that of manipulating gear movement and direction.
AMPISys, Inc. |
I came up with this system over a decade ago and still use videos (of myself) when introducing students to the basic gestural inventory, or pedagogical movement patterns (PMP). I'm just so much better online . . . (and you will be, too!)
References:
Alibali, M., Young, A., Crooks, N., Yeo, A., Wolfgram, M., Ledesma, I., Nathan, M., Breckinridge Church, R. and E. Knuth. (2013). Students learn more when their teacher has learned to gesture effectively. Gesture 13:2, 210–233.
Carlson, C., Jacobs, S., Perry, M. and R. Breckinridge-Church. (2014). The effect of gestured instruction on the learning of physical causality problems. Gesture 14:1, 26–45.
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