Beyond the Screen: Gestural Perspective-Taking with a Biochemistry Simulation

Significant research has been conducted on how students' gestures aid in learning scientific concepts, yet there remains a gap in understanding the impact of gesture-based interactions between students and simulations on their interpretation of visualized scientific phenomena. Addressing this, our paper presents a usability test conducted on a dynamic equilibrium visualization simulation developed for introductory college courses. Through a user study involving 40 participants, we conducted a qualitative evaluation to determine how students interpret gesture-controlled simulations. The findings confirm that students generally interpret visualized scientific concepts effectively and that interacting through gestures enhances their interpretation of the simulations. Additionally, this paper discusses the limitations of the current study and suggests directions for future research.