Teachers’ attitudes about gesture for learning and instruction

We developed and tested a survey instrument to measure teachers’ attitudes about gesture in learning and instruction (TAGLI). Teachers ( N = 192) generally believed that instructional gestures are beneficial for learning, and not distracting for students. Teachers had positive expectations, both for gestures that are redundant with (i.e., match) the accompanying speech, and gestures that are complementary to (i.e., mismatch) speech. However,...