Pointing and tracing gestures may enhance anatomy and physiology learning

Background: Currently, instructional effects generated by Cognitive load theory (CLT) are limited to visual and auditory cognitive processing. In contrast, ``embodied cognition'' perspectives suggest a range of gestures, including pointing, may act to support communication and learning, but there is relatively little research showing benefits of such ``embodied learning'' in the health sciences. Aim: This study investigated whether explicit instructions to gesture enhance learning through its cognitive effects. Methods: Forty-two university-educated adults were randomly assigned to conditions in which they were instructed to gesture, or not gesture, as they learnt from novel, paper-based materials about the structure and function of the human heart. Subjective ratings were used to measure levels of intrinsic, extraneous and germane cognitive load. Results: Participants who were instructed to gesture performed better on a knowledge test of terminology and a test of comprehension; however, instructions to gesture had no effect on subjective ratings of cognitive load. Conclusions: This very simple instructional re-design has the potential to markedly enhance student learning of typical topics and materials in the health sciences and medicine.