Thesis abstract:

«p»Finger tracing is an effective instructional method to support cognitive learning. Drawing on cognitive load theory, researchers have verified its effect across various subjects (e.g., mathematics, physiology, physics), learner demographics (children, adolescents, adults), and instructional designs (worked examples, expository texts with diagrams). The variability of tracing – operationalized as alternating which finger traces across multiple steps in a worked example – is a potential factor that can further support learning. Two experiments are proposed to explore the effects of alternating tracing (alternatively using the index fingers of the dominant and non-dominant hand to trace the learning materials) on cognitive load and learning.«/p»