Learning; multimedia; gestures; mental models; cognitive load; dual code hypothesis
Gestures and speech have been intertwined since the beginning of human communication. Recently the role of gestures in cognition and learning has become a topic of interest in both cognitive and educational psychology. Some researchers have speculated that gestures inherently communicate information that is not provided in purely verbal communication, and that this supplemental information can lead to more thorough mental models in the receiver by acting on a physical/motor modality in addition to the two modalities proposed in the dual code hypothesis. To further understand this issue, in this study, we examined the effects of watching a gesturing or a non-gesturing lecturer on the learner*s cognitive load and mental model development. The results have implications for cognitive psychology as well as educational psychology, particularly in multimedia learning.
If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu
Master of Arts (M.A.)
College of Education and Human Performance
Teaching, Learning, and Leadership
Education and Human Performance
Length of Campus-only Access
Masters Thesis (Open Access)
Dissertations, Academic -- Education and Human Performance; Education and Human Performance -- Dissertations, Academic
Austin, Maura, "Gestures and mental models: A triple coding hypothesis" (2015). Electronic Theses and Dissertations. 649.