触手可得：追踪手势对学习的促进作用

doi:10.16187/j.cnki.issn1001-4918.2026.02.15

摘要/Abstract

摘要： 追踪手势(tracing gesture)是指手指基于学习内容进行有意义的动态移动。以往研究主要通过具身认知理论,信号原则和认知负荷理论解释追踪手势的有效性。基于对以往追踪手势的实证研究汇总发现:在学习效果上,追踪手势提高了学习者的保持成绩(d = 0.41)和迁移成绩(d = 0.52);在主观评定上,追踪手势降低了学习者感知的内在认知负荷(d = 0.22),提高了学习者的学习动机(d = 0.22)。未来研究应进一步探讨追踪手势的有效属性和调节因素,并通过更加更多客观的方法验证其有效性。

关键词: 追踪手势, 手势, 具身认知, 信号原则, 认知负荷

Abstract: Tracing gestures are defined as dynamic finger movements that correspond to the learning content. Previous studies have mainly explained the effectiveness of tracing gestures through embodied cognition theory, signaling principles, and cognitive load theory. This study found that tracing gestures significantly enhanced learners’ retention scores (d = 0.41) and transfer scores (d = 0.52) in terms of learning outcomes. Additionally, in terms of subjective experience, tracing gestures reduced learners’ perceived intrinsic cognitive load (d = 0.22) and increased learning motivation (d = 0.22). Future research should further explore the moderating factors of tracing gestures and verify their effectiveness within more objective methodologies.

Key words: tracing gesture, gesture, embodied cognition, signaling principle, cognitive load

中图分类号:

B844

匡子翌, 冷晓雪, 王福兴, 胡祥恩. 触手可得：追踪手势对学习的促进作用[J]. 心理发展与教育, 2026, 42(2): 295-304.

KUANG Ziyi, LENG Xiaoxue, WANG Fuxing, HU Xiangen. Graspable: The Promoting Effect of Tracing Gesture on Learning[J]. Psychological Development and Education, 2026, 42(2): 295-304.

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