Application of multi-touch gestures in science education: Interactive digital simulation for improving students’ understanding of optical imaging and learning motivation

Abstract

This study aimed to examine the effects of prior science knowledge levels and computer simulation modes (gesture and button) on the optical learning outcomes of students. Fifty-one sixth-grade students were allocated to high-score and low-score groups based on their achievements in the natural science course at school. They were randomly assigned to the gesture group on a tablet and the button group on a desktop PC. The study considered cognitive concepts, learning motivations, and brainwaves (attention and relaxation) as dependent variables and prior knowledge levels and computer simulation modes as independent variables. The results showed that, irrespective of whether they belonged to gesture- or button-based simulation groups, students with different prior levels of knowledge showed a significant increase in cognitive concept scores. Gesture-based simulations made it easier for the students with high prior levels to relax and improve their learning motivation. For students with lower prior levels, gesture-based simulations improved attention; however, their learning motivation is not high. The increase in cognitive load caused by gesture simulations may have affected the measurement of motivation at the end of learning, although students concentrate on learning during the learning process.