Using the hands to learn about the brain: Testing action‐based instruction in brain anatomy

Abstract

Brain anatomy is typically taught using static images. We asked participants to use their own hands to represent the brain and perform gestures during learning. We measured learning via a pretest/postest design. We compared five video trainings in which participants heard similar audio and repeated terminology aloud. Conditions were: (1) Image: Participants saw images of a physical model of the brain. (2) Physical model: Participants saw hands pointing to the physical model. (3) Physical model + action: Participants performed actions on the physical model. (4) Hand model: Participants saw images of hands being used to represent the brain. (5) Hand model + action: Participants performed gestures seen in the video. All trainings improved post‐test performance. Performance in the hand model condition was worse compared to conditions with action. We connect these findings to the larger claim that gesture benefits learning.

Learning by Doing or Doing Without Learning? The Potentials and Challenges of Activity-Based Learning

“…The types of interventions categorized under the label motor activity-based learning have the goal of using the motor system to (1) learn procedures and (motor) skills (e.g., Rabattu et al, 2023; for an overview, see Mavilidi et al, 2018) and (2) to use the motor system to enact, understand, or mentally connect otherwise abstract content (e.g., Amico & Schaefer, 2021;Cherdieu et al, 2017;Damsgaard et al, 2022;Parrill et al, 2023;Smyrnis et al, 2022;Yohannan et al, 2022;. Often, embodied learning interventions are designed to convey declarative knowledge, but can be targeted at motor learning.…”