ABSTRACT
The present chapter summarises three different theoretical perspectives on the fostering effect of pointing and tracing gestures on learning. Research on haptic processing, visual attention and cognitive load is thereby discussed, representing different views on embodied cognition. The derived future directions on how to proceed with research on the pointing and tracing effect include recommendations for the measurement of three distinctive and relevant aspects of the learning process with haptic methods. Measuring learning performance in a promising way, visual attention by eye-tracking, and cognitive load by current methods are outlined to integrate the previously discussed perspectives in future research as a key for further insights. The chapter closes with final conclusions and practical implications.
