Watching corresponding gestures facilitates learning with animations by activating human mirror-neurons: An fNIRS study.

Autor/inn/en	Brucker, Birgit; Ehlis, Ann-Christine; Häußinger, Florian B.; Fallgatter, Andreas J.; Gerjets, Peter
Titel	Watching corresponding gestures facilitates learning with animations by activating human mirror-neurons: An fNIRS study. Gefälligkeitsübersetzung: Beobachtung korrespondierender Gesten erleichtert das Lernen aus Animationen durch die Aktivierung menschlicher Spiegelneuronen: Eine fNIRS-Studie.
Quelle	In: Learning and instruction, (2015) 36, S. 27-37Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2014.11.003
Schlagwörter	Gebärde; Kognitiver Prozess; Lernmethode; Animation; Räumliche Orientierung; Visualisieren; Spektroskopie; Neurophysiologie; Neuropsychologie
Abstract	Tested whether viewing corresponding gestures performed by others is helpful for learning about nonhuman movement during dynamic visualizations. The study examined whether these gestures activate cortical areas related to the human mirror-neuron system (hMNS) by triggering anthropomorphized encoding, a mapping between the to-be-learned contents and body-based representations. Functional near-infrared spectroscopy (fNIRS) was employed to assess cortical activation while 45 college students (mean age 24 years) learned how to classify different fish according to their movement patterns based on animated videos along with video depictions of an expert performing a corresponding gesture (and noncorresponding gesture). Measures included a questionnaire assessing students' familiarity with the domain, a short version of the paper folding test (PFT), and a movement pattern classification test. Results confirmed that viewing corresponding gestures activated areas related to the hMNS particularly for low-visuospatial ability learners. Gesture-based interventions may help to stimulate more efficient processing of dynamic visualizations for this group of individuals. Follow up-studies to directly assess whether the corresponding gestures fostered learning or not as compared to a no-gesture-condition, and to investigate the effectiveness of dynamic visualizations and their ability to activate brain areas related to the hMNS are recommended. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3