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Showing the Drawing Hand of the Teacher in an Anatomy Video Lecture--Effect on the Student's Learning, Motivation, and Cognitive Load

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Title: Showing the Drawing Hand of the Teacher in an Anatomy Video Lecture--Effect on the Student's Learning, Motivation, and Cognitive Load
Language: English
Authors: Martin M. Bertrand, Alexis Besseyrias, Fares Gouzi (ORCID 0000-0001-8970-866X), André Tricot
Source: Anatomical Sciences Education. 2026 19(3):430-439.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 10
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Science Instruction, Teaching Methods, Lecture Method, Freehand Drawing, Anatomy, Instructional Effectiveness, Video Technology, Learning Motivation, Cognitive Processes, Difficulty Level, Medical Students
DOI: 10.1002/ase.70156
ISSN: 1935-9772
1935-9780
Abstract: Drawing is a classical teaching strategy in anatomy. While teachers' drawings can foster learning, teaching anatomy using video lectures can be challenging. According to the cognitive theory of multimedia learning (CTML), the learning effect of a video lecture could be related to the presence of the drawing hand of the teacher. Thus, this randomized controlled trial tested the effect of showing the drawing hand of the teacher in an anatomy video lecture on students' learning, motivation, and cognitive load. Second-year medical students were randomized into 2 groups (Group H: "Hand" and Group NH: "No hand"), took pre-tests multiple-choice questionnaires (MCQ), watched the anatomy video lecture, answered a motivation and a cognitive load (CL) questionnaire and post-tests MCQ on the Moodle© learning management system. Three hundred forty-three students completed the experiment. No difference in learning gain was observed between H and NH groups (4.47 ± 1.05 to 6.23 ± 1.11 vs. 4.52 ± 1.80 to 6.24 ± 1.11; G*T: p = 0.75). In group H, compared to group NH, students' motivation was higher (4.32 ± 0.59 vs. 4.18 ± 0.60; p = 0.027) and CL was not different (4.53 ± 0.97 vs. 4.56 ± 0.70; p = 0.76). Cognitive load and MCQ score changes were correlated (r = -0.11, p = 0.04). Thus, MCQ score changes depended both on group and CL (G*T*CL interaction: p = 0.04). Showing the drawing hand of the teacher in the anatomy video lecture improved students' motivation without increasing cognitive load. Moreover, in students experiencing the highest cognitive load, the presence of the teacher's hand improved learning. These results underscore the potential relevance of embodiment strategies in anatomy teaching in the digital age.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499832
Database: ERIC
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  Data: Showing the Drawing Hand of the Teacher in an Anatomy Video Lecture--Effect on the Student's Learning, Motivation, and Cognitive Load
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  Data: <searchLink fieldCode="AR" term="%22Martin+M%2E+Bertrand%22">Martin M. Bertrand</searchLink><br /><searchLink fieldCode="AR" term="%22Alexis+Besseyrias%22">Alexis Besseyrias</searchLink><br /><searchLink fieldCode="AR" term="%22Fares+Gouzi%22">Fares Gouzi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8970-866X">0000-0001-8970-866X</externalLink>)<br /><searchLink fieldCode="AR" term="%22André+Tricot%22">André Tricot</searchLink>
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1002/ase.70156
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  Data: Drawing is a classical teaching strategy in anatomy. While teachers' drawings can foster learning, teaching anatomy using video lectures can be challenging. According to the cognitive theory of multimedia learning (CTML), the learning effect of a video lecture could be related to the presence of the drawing hand of the teacher. Thus, this randomized controlled trial tested the effect of showing the drawing hand of the teacher in an anatomy video lecture on students' learning, motivation, and cognitive load. Second-year medical students were randomized into 2 groups (Group H: "Hand" and Group NH: "No hand"), took pre-tests multiple-choice questionnaires (MCQ), watched the anatomy video lecture, answered a motivation and a cognitive load (CL) questionnaire and post-tests MCQ on the Moodle© learning management system. Three hundred forty-three students completed the experiment. No difference in learning gain was observed between H and NH groups (4.47 ± 1.05 to 6.23 ± 1.11 vs. 4.52 ± 1.80 to 6.24 ± 1.11; G*T: p = 0.75). In group H, compared to group NH, students' motivation was higher (4.32 ± 0.59 vs. 4.18 ± 0.60; p = 0.027) and CL was not different (4.53 ± 0.97 vs. 4.56 ± 0.70; p = 0.76). Cognitive load and MCQ score changes were correlated (r = -0.11, p = 0.04). Thus, MCQ score changes depended both on group and CL (G*T*CL interaction: p = 0.04). Showing the drawing hand of the teacher in the anatomy video lecture improved students' motivation without increasing cognitive load. Moreover, in students experiencing the highest cognitive load, the presence of the teacher's hand improved learning. These results underscore the potential relevance of embodiment strategies in anatomy teaching in the digital age.
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      – SubjectFull: Science Instruction
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Freehand Drawing
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