Learning in a different way: Interaction gestures influence category learning on multi-touch-tables

Abstract

This study investigated the influence of interaction gestures on learning using multi-touch-tables. During a learning phase, participants learned how to categorize Renaissance and Baroque paintings either by moving them over the display of the multi-touch-table or by tapping a marked field on the display representing an art epoch. In the testing phase, participants had to categorize paintings known from the learning phase and new paintings in a forced-choice task. The Gestural Conceptual Mapping approach argues that congruency between gesture and mental processes enhances learning. Due to the discrete nature of the categorization process, learning should benefit from a discrete tapping gesture. The Reality-based Interaction approach argues that gestures should map with interaction experiences in the real world to promote learning. Moving objects to places that represent categories can be considered similar to the real world experience of sorting objects and should facilitate category learning. The results support the latter approach.


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