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In this paper, we describe an experimental research study, investigating the impact of varying communication media on the quality of learning. Our study investigates remote instruction using an object assembly task. The between-subjects independent-measures study compared instruction via audio only, with instruction via a remote gesturing system. Measures included assembly speed and assembly accuracy and were recorded during instruction and post-instruction at 10min and 24hr intervals. Perceived Instructor presence and other interpersonal variables were assessed via questionnaire. Results showed that remote gesturing during instruction led to significantly faster self-assembly 24hrs post instruction (t (13) = 1.73, p≤ 0.05). Whilst the use of gesture reportedly reduces communicative rapport, we conclude that gesture-based remote instruction improves the overall efficiency of remote collaboration.
Kirk et al. (Sat,) studied this question.