Tracing Enhances Recall and Transfer of Knowledge of the Water Cycle

Abstract

Cognitive load theory has incorporated evolutionary perspectives to consider how biologically primary knowledge (such as physical movement and pointing), acquired through evolutionary processes, might support the acquisition of biologically secondary knowledge (such as reading or writing), requiring explicit teaching. Tracing (a physical movement) against a surface with the index finger may be one form of biologically primary knowledge that can enhance learning biologically secondary knowledge. We investigated whether tracing lesson materials (about the water cycle) presented on A4 pieces of paper in an initial phase, then on an A1 poster in a subsequent phase, would affect primary school students’ reports of intrinsic versus extraneous cognitive load, as well as recall and transfer test performance. Students who traced while studying reported lower extraneous cognitive load than those who simply studied and scored higher on subsequent recall and transfer tests. Considerations for instructional designers, educators and researchers are discussed.