Alternating Finger Tracing For Learning: A Cognitive Load Theory Perspective

Abstract

Drawing on cognitive load theory, finger tracing is an instructional method to support cognitive learning， being demonstrated across various subjects, learner demographics, and instructional designs. The variability of tracing – operationalised as alternating which finger traces across multiple steps – has the potential to further support learning. Three experiments were conducted.

All experiments recruited college students as participants and used mental math as learning content. Exp 1 and 2 employed the same design, with four worked examples and practice questions following each worked example. Exp 3 divided the lesson phase into two stages, with three worked examples and corresponding practice questions in each stage. In the first stage, both groups applied a non-alternating tracing. In the second stage, the non-alternating group continued non-alternating tracing, while the alternating tracing group applied the alternating tracing.

Taken together, general conclusions are drawn: compared to non-alternating tracing, alternating tracing a) may cause some difficulty, especially for learners with lower prior ability, reflecting by worse practice performance (Exp 1), higher ICL (Exp 1 and 2) and ECL (Exp 1, 2, and 3); b) produces better learning retention effects, reflected by greater progress across a delay test (Exp 1), better performance in immediate post-test (Exp 3, transfer) and delayed post-test (Exp 3, total); c) could more effectively sustain students’ motivation (Exp 3). Although some effects are marginally significant, these experiments innovatively demonstrate the potential of alternating tracing over non-alternating tracing, further revealing its potential application in educational settings.

In addition, supplementary dosage analyses were conducted. Generally, a significant positive correlation between tracing dosage and learning performance was found (Exp 1 and 2), suggesting that making more tracing actions resulted in better learning performance.