Differential Motor System Activation in Chemistry Problem Solving: Gesture‐Based Versus Model‐Based Instruction

Sam Clingan-Siverly; Ö. Ece Demir-Lira; Matthew Lira; Mike Stieff

doi:10.1111/mbe.70056

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Differential Motor System Activation in Chemistry Problem Solving: Gesture‐Based Versus Model‐Based Instruction

Journal article

Open access

Peer reviewed

Differential Motor System Activation in Chemistry Problem Solving: Gesture‐Based Versus Model‐Based Instruction

Sam Clingan-Siverly, Ö. Ece Demir-Lira, Matthew Lira and Mike Stieff

Mind, brain and education, Vol.20(3), e70056

07/16/2026

DOI: 10.1111/mbe.70056

Appears in UI Libraries Support Open Access

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Abstract

Gesture‐based instruction enhances spatial problem‐solving accuracy, yet the underlying neurocognitive mechanisms remain unclear. This study examines whether gesture enhances spatial problem‐solving in organic chemistry through activation patterns more consistent with offloading cognitive effort or coupling motor and working memory systems. Using functional near‐infrared spectroscopy (fNIRS), we compared students (68 recruited; n = 64 with usable fNIRS data) trained to translate between molecular diagrams using gesture‐based or model‐based instruction. Behavioral data revealed higher accuracy in the gesture‐based compared to the model‐based condition. In the fNIRS data, although channel‐level condition effects did not survive FDR correction, exploratory ROI‐level analyses showed increased activation in premotor and motor planning regions (BA 6) for the gesture group, whereas the model‐based learners exhibited greater dorsolateral prefrontal cortex (BA 46) activation to suggest higher executive control demands. These findings provide preliminary neurocognitive evidence consistent with offloading and show that gesture and physical models promote different problem‐solving strategies after embodied STEM instruction.

Organic Chemistry

embodied cognition

fNIRS

gesture

problem-solving

working memory

UIOWA OA Agreement

Details

Title: Subtitle: Differential Motor System Activation in Chemistry Problem Solving: Gesture‐Based Versus Model‐Based Instruction
Creators: Sam Clingan-Siverly - University of Iowa, Psychological and Brain Sciences
Ö. Ece Demir-Lira - University of Iowa
Matthew Lira - University of Iowa
Mike Stieff - University of Illinois Chicago
Resource Type: Journal article
Publication Details: Mind, brain and education, Vol.20(3), e70056
DOI: 10.1111/mbe.70056
ISSN: 1751-2271
eISSN: 1751-228X
Publisher: Wiley
Grant note: DeLTA Center
This research was supported by the DeLTA Center at the University of Iowa.
Language: English
Date published: 07/16/2026
Academic Unit: Stead Family Department of Pediatrics; Psychological and Brain Sciences; Iowa Neuroscience Institute; Center for Social Science Innovation; Psychological and Quantitative Foundations
Record Identifier: 9985183559602771

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