Top

Gepubliceerd in:

22-02-2023 | Research

Using pointing gestures to convey tactical information: investigating the roles of expertise and complexity

Auteurs: Houssem Ben Chikha, Bachir Zoudji, Aïmen Khacharem

Gepubliceerd in: Psychological Research | Uitgave 7/2023

Abstract

Coach’s speech and pointing gestures are closely related. However, the question of whether the coach’s pointing gestures influence the learning of complex game systems is still unclear. The present study examined the moderating roles of content complexity and expertise level on recall performance, visual attention, and mental effort through the coach’s pointing gestures. One hundred and ninety-two novice and expert basketball players were randomly assigned to one of the four experimental conditions (simple content + no-gesture, simple content + with-gesture, more complex content + no-gesture, or more complex content + with-gesture). The results showed that regardless of the complexity of the content, novices showed significantly better recall performance, better visual search on the static diagrams and lower mental effort in the with-gesture condition than in the no-gesture condition. However, the results showed that experts benefited equally from both conditions (with-gesture and no-gestures) when the content was simple, whereas they benefited more from the condition with-gesture when the content was more complex. The findings and their implications for the design of learning materials are discussed in terms of cognitive load theory.

vorige artikel Preparing auditory task switching in a task with overlapping and non-overlapping response sets

volgende artikel Action–effect knowledge transfers to similar effect stimuli

Allard, F., Graha, S., & Paarsalu, M. E. (1980). Perception in sport: Basketball. Journal of Sport Psychology, 2, 14–21. https://doi.org/10.1123/jsp.2.1.14CrossRef

Brünken, R., Plass, J., & Leutner, D. (2004). How instruction guides attention in multimedia learning. In H. Niegemann, R. Brünken, & D. Leutner (Eds.), Instructional design for multimedia learning: proceedings of the EARLI SIG biannual workshop in Erfurt (pp. 113–125). Waxmann.

Carlson, R., Chandler, P., & Sweller, J. (2003). Learning and understanding science instructional material. Journal of Educational Psychology, 95(3), 629. https://doi.org/10.1037/0022-0663.95.3.629CrossRef

Castro-Meneses, L. J., Kruger, J. L., & Doherty, S. (2020). Validating theta power as an objective measure of cognitive load in educational video. Educational Technology Research and Development, 68(1), 181–202. https://doi.org/10.1007/s11423-019-09681-4CrossRef

Chase, W. G., & Simon, H. A. (1973). Perception in chess. Cognitive Psychology, 4(1), 55–81. https://doi.org/10.1016/0010-0285(73)90004-2CrossRef

Chen, O., Kalyuga, S., & Sweller, J. (2017). The expertise reversal effect is a variant of the more general element interactivity effect. Educational Psychology Review, 29(2), 393–405. https://doi.org/10.1007/s10648-016-9359-1CrossRef

Congdon, E. L., Novack, M. A., Brooks, N., Hemani-Lopez, N., O’Keefe, L., & Goldin-Meadow, S. (2017). Better together: Simultaneous presentation of speech and gesture in math instruction supports generalization and retention. Learning and Instruction, 50, 65–74. https://doi.org/10.1016/j.learninstruc.2017.03.005CrossRefPubMedPubMedCentral

De Jong, T. (2010). Cognitive load theory, educational research, and instructional design: Some food for thought. Instructional Science, 38(2), 105–134. https://doi.org/10.1007/s11251-009-9110-0CrossRef

De Koning, B. B., Tabbers, H. K., Rikers, R. M., & Paas, F. (2009). Towards a framework for attention cueing in instructional animations: Guidelines for research and design. Educational Psychology Review, 21(2), 113–140. https://doi.org/10.1007/s10648-009-9098-7CrossRef

Faul, F., Erdfelder, E., Buchner, A., Lang, A.-G. (2020). G*Power Version 3.1.9.7 [Computer software]. Retrieved from: http://www.psychologie.hhu.de/arbeitsgruppen/allgemeinepsychologie-und-arbeitspsychologie/gpower.html

Fraser, K. L., Ayres, P., & Sweller, J. (2015). Cognitive load theory for the design of medical simulations. Simulation in Healthcare, 10(5), 295–307. https://doi.org/10.1097/SIH.0000000000000097CrossRefPubMed

Ginns, P. (2005). Meta-analysis of the modality effect. Learning and Instruction, 15(4), 313–331. https://doi.org/10.1016/j.learninstruc.2005.07.001CrossRef

Gorman, A. D., Abernethy, B., & Farrow, D. (2011). Investigating the anticipatory nature of pattern perception in sport. Memory & Cognition, 39(5), 894–901. https://doi.org/10.3758/s13421-010-0067-7CrossRef

Johnson, A. M., Ozogul, G., & Reisslein, M. (2015). Supporting multimedia learning with visual signalling and animated pedagogical agent: Moderating effects of prior knowledge. Journal of Computer Assisted Learning, 31(2), 97–115. https://doi.org/10.1111/jcal.12078CrossRef

Just, M. A., & Carpenter, P. A. (1980). A theory of reading: From eye fixations to comprehension. Psychological Review, 87(4), 329. https://doi.org/10.1037/0033-295X.87.4.329CrossRefPubMed

Kalyuga, S. (2007). Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review, 19(4), 509–539. https://doi.org/10.1007/s10648-007-9054-3CrossRef

Kalyuga, S., & Sweller, J. (2014). The redundancy principle in multimedia learning. In: R. E. Mayer (ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 247–262). New York, Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.013

Khacharem, A. (2017). Top-down and bottom-up guidance in comprehension of schematic football diagrams. Journal of Sports Sciences, 35(12), 1204–1210. https://doi.org/10.1080/02640414.2016.1218034CrossRefPubMed

Khacharem, A., Zoudji, B., Spanjers, I. A., & Kalyuga, S. (2014). Improving learning from animated soccer scenes: Evidence for the expertise reversal effect. Computers in Human Behavior, 35, 339–349. https://doi.org/10.1016/j.chb.2014.03.021CrossRef

Khacharem, A., Zoudji, B., & Kalyuga, S. (2015). Perceiving versus inferring movements to understand dynamic events: The influence of content complexity. Psychology of Sport and Exercise, 19, 70–75. https://doi.org/10.1016/j.psychsport.2015.03.004CrossRef

Khacharem, A., Zoudji, B., & Kalyuga, S. (2019). Which representation is best for communicating dynamic information? Memory, 27(7), 943–951. https://doi.org/10.1080/09658211.2019.1609520CrossRefPubMed

Khacharem, A., Trabelsi, K., Zoudji, B., & Kalyuga, S. (2020). Communicating dynamic behaviors in Basketball: The role of verbal instructions and arrow symbols. Research Quarterly for Exercise and Sport, 91(2), 219–227. https://doi.org/10.1080/02701367.2019.1657553CrossRefPubMed

Koumoutsakis, T., Church, R. B., Alibali, M. W., Singer, M., & Ayman-Nolley, S. (2016). Gesture in instruction: Evidence from live and video lessons. Journal of Nonverbal Behavior, 40(4), 301–315. https://doi.org/10.1007/s10919-016-0234-zCrossRef

Krause, D., & Weigelt, M. (2022). Mental Rotation of Tactic Board Instructions in Basketball: Domain-Specific Expertise Improves On-Court Performance. Research Quarterly for Exercise and Sport. https://doi.org/10.1080/02701367.2021.2022587CrossRefPubMed

Krause, D., & Weigelt, M. (2020). Mental rotation and performance in basketball: Effects of self-controlled and externally controlled time constraints on the processing and execution of tactic board instructions with varied orientations. German Journal of Exercise and Sport Research, 50(3), 354–365. https://doi.org/10.1007/s12662-020-00659-6CrossRef

Lowe, R., & Boucheix, J. M. (2008). Learning from animated diagrams: How are mental models built. In G. Stapleton, J. Howse, & J. Lee (Eds.), Diagrammatic representation and inference. Diagrams 2008. Lecture notes in computer science. (Vol. 5223). Berlin, Heidelberg: Springer. https://doi.org/10.1007/978-3-540-87730-1_25CrossRef

Mautone, P. D., & Mayer, R. E. (2007). Cognitive aids for guiding graph comprehension. Journal of Educational Psychology, 99(3), 640. https://doi.org/10.1037/0022-0663.99.3.640CrossRef

Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.

Mayer, R. E. (2014). Principles of multimedia learning based on social cues: Personalization voice image and embodiment principles. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 345–368). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.017

McNeill, D. (1992). Hand and mind: What gestures reveal about thought. University. https://doi.org/10.1177/002383099403700208

Morett, L. M., & Fraundorf, S. H. (2019). Listeners consider alternative speaker productions in discourse comprehension and memory: Evidence from beat gesture and pitch accenting. Memory & Cognition, 47(8), 1515–1530. https://doi.org/10.3758/s13421-019-00945-1CrossRef

Ouwehand, K., Van Gog, T., & Paas, F. (2015). Effects of gestures on older adults’ learning from video-based models. Applied Cognitive Psychology, 29(1), 115–128. https://doi.org/10.1002/acp.3097CrossRef

Paas, F. G. (1992). Training strategies for attaining transfer of problem solving skill in statistics: A cognitive-load approach. Journal of Educational Psychology, 84(4), 429–434. https://doi.org/10.1037/0022-0663.84.4.429CrossRef

Paas, F., Renkl, A., & Sweller, J. (2003a). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1–4. https://doi.org/10.1207/S15326985EP3801_1CrossRef

Paas, F., Tuovinen, J. E., Tabbers, H., & Van Gerven, P. W. M. (2003b). Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist, 38(1), 63–71. https://doi.org/10.1207/S15326985EP3801_8CrossRef

Pi, Z., Hong, J., & Yang, J. (2017). Effects of the instructor’s pointing gestures on learning performance in video lectures. British Journal of Educational Technology, 48(4), 1020–1029. https://doi.org/10.1111/bjet.12471CrossRef

Pi, Z., Zhang, Y., Yang, J., Hu, W., & Yang, H. H. (2019a). All roads lead to rome: Instructors’ pointing and depictive gestures in video lectures promote learning through different patterns of attention allocation. Journal of Nonverbal Behavior, 43(4), 549–559. https://doi.org/10.1007/s10919-019-00310-5CrossRef

Pi, Z., Zhang, Y., Zhu, F., Xu, K., Yang, J., & Hu, W. (2019b). Instructors’ pointing gestures improve learning regardless of their use of directed gaze in video lectures. Computers & Education, 128, 345–352. https://doi.org/10.1016/j.compedu.2018.10.006CrossRef

Pollock, E., Chandler, P., & Sweller, J. (2002). Assimilating complex information. Learning and Instruction, 12(1), 61–86. https://doi.org/10.1016/S0959-4752(01)00016-0CrossRef

Schul, K., Memmert, D., Weigelt, M., & Jansen, P. (2014). From the wrong point of view! Athletes’ ability to identify structured playing patterns suffers from the misalignment of tactic boards during time-outs in professional basketball. Perception, 43(8), 811–817. https://doi.org/10.1068/p7744CrossRefPubMed

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1016/0364-0213(88)90023-7CrossRef

Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1–16. https://doi.org/10.1007/s11423-019-09701-3CrossRef

Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12(3), 185–233. https://doi.org/10.1207/s1532690xci1203_1CrossRef

Sweller, J., Ayres, P. L., Kalyuga, S., & Chandler, P. (2003). The expertise reversal effect. Taylor & Francis. https://doi.org/10.1207/S15326985EP3801_4

Sweller, J., van Merriënboer, J. J. G., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251–296. https://doi.org/10.1023/A:1022193728205CrossRef

Sweller, J., Ayres, P., & Kalyuga, S. (2011). Measuring cognitive load. Cognitive load theory (pp. 71–85). New York, NY: Springer. https://doi.org/10.1007/978-1-4419-8126-4_6CrossRef

Tabbers, H. K., Martens, R. L., & Van Merriënboer, J. J. (2004). Multimedia instructions and cognitive load theory: Effects of modality and cueing. British Journal of Educational Psychology, 74(1), 71–81. https://doi.org/10.1348/000709904322848824CrossRefPubMed

Tindall-Ford, S., Chandler, P., & Sweller, J. (1997). When two sensory modes are better than one. Journal of Experimental Psychology: Applied, 3(4), 257–287. https://doi.org/10.1037/1076-898X.3.4.257CrossRef

Valenzeno, L., Alibali, M. W., & Klatzky, R. (2003). Teachers’ gestures facilitate students’ learning: A lesson in symmetry. Contemporary Educational Psychology, 28(2), 187–204. https://doi.org/10.1016/S0361-476X(02)00007-3CrossRef

Van Gerven, P. W., Paas, F., Van Merriënboer, J. J., Hendriks, M., & Schmidt, H. G. (2003). The efficiency of multimedia learning into old age. British Journal of Educational Psychology, 73(4), 489–505. https://doi.org/10.1348/000709903322591208CrossRefPubMed

Van Gog, T., Kester, L., Nievelstein, F., Giesbers, B., & Paas, F. (2009). Uncovering cognitive processes: Different techniques that can contribute to cognitive load research and instruction. Computers in Human Behavior, 25(2), 325–331. https://doi.org/10.1016/j.chb.2008.12.021CrossRef

van Gog, T., & Sweller, J. (2015). Not new, but nearly forgotten: The testing effect decreases or even disappears as the complexity of learning materials increases. Educational Psychology Review, 27(2), 247–264. https://doi.org/10.1007/s10648-015-9310-xCrossRef

van Wermeskerken, M., & van Gog, T. (2017). Seeing the instructor’s face and gaze in demonstration video examples affects attention allocation but not learning. Computers & Education, 113, 98–107. https://doi.org/10.1016/j.compedu.2017.05.013CrossRef

Wakefield, E., Novack, M. A., Congdon, E. L., Franconeri, S., & Goldin-Meadow, S. (2018). Gesture helps learners learn, but not merely by guiding their visual attention. Developmental Science, 21(6), e12664. https://doi.org/10.1111/desc.12664CrossRefPubMedPubMedCentral

Wang, J., & Antonenko, P. D. (2017). Instructor presence in instructional video: Effects on visual attention, recall, and perceived learning. Computers in Human Behavior, 71(79), 89. https://doi.org/10.1016/j.chb.2017.01.049CrossRef

Weigelt, M., & Memmert, D. (2021). The mental rotation ability of expert basketball players: Identifying on-court plays. Research Quarterly for Exercise and Sport, 92(1), 137–145. https://doi.org/10.1080/02701367.2020.1713289CrossRefPubMed

Titel: Using pointing gestures to convey tactical information: investigating the roles of expertise and complexity
Auteurs: Houssem Ben Chikha
Bachir Zoudji
Aïmen Khacharem
Publicatiedatum: 22-02-2023
Uitgeverij: Springer Berlin Heidelberg
Gepubliceerd in: Psychological Research / Uitgave 7/2023
Print ISSN: 0340-0727
Elektronisch ISSN: 1430-2772
DOI: https://doi.org/10.1007/s00426-023-01806-y

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 7/2023

Manipulating free will beliefs using online video games

Effects of a dynamically changing response set overlap on n − 2 repetition costs

What do you focus on? An investigation of goal focus from childhood to old age

Using synchronized eye movements to assess attentional engagement

What’s behind deliberation? The effect of task-related mind-wandering on post-incubation creativity

A comparative study of the cognitive load of basic-level category, superordinate category and subordinate category