Investigating the effectiveness of gestures in enhancing adult education, particularly in the comprehension of complex statistical concepts like standard deviation, is crucial in educational setting. This study examines the impact of instructor gestures within both algorithmic and conceptual teaching frameworks, assessing how these non-verbal cues improve understanding and problem-solving skills among adult learners. The research employed a linear mixed-effects model to analyze the effects of different instructional conditions (with or without gesture) on participants' performance scores. The model included math anxiety and prior knowledge as covariates to account for individuals. The results indicated that incorporating gestures into instruction consistently improved learning outcomes across both algorithmic and conceptual methods. However, no significant differences were found between these instructional methods in terms of overall effectiveness. This study underscores the potential of multimodal teaching strategies, recommending the inclusion of gestures in teaching complex subjects like statistics to foster a deeper understanding and retention of material.
Cheng Xu (Thu,) studied this question.