Although gesturing onscreen instructors are widely included in video lectures, it is still unclear whether, when, and how they are conducive to learning. To clarify this issue, we conducted a set of three-level meta-analyses of 662 effect sizes from 83 articles, spanning Web of Science, PsycINFO, ERIC, Education Research Complete, ProQuest Dissertations & Theses, and Google Scholar up to March 2024. We included randomized controlled trials of gesturing instructors in multimedia learning, measuring retention test score, transfer test score, fixation time, fixation count, cognitive load, and/or social perception across all languages of publication. Funnel plot and Egger sandwich test were used to assess risk of bias. Results showed that adding gesturing instructors improved retention (g = 0.28, 95% CI:[0.19,0.37]) and transfer test scores (g = 0.31, 95% CI:[0.21,0.41]), yielding an embodiment effect. This effect was stronger when the instructor displayed deictic, metaphorical, or a mixture of multiple gestures; when the instructor in the control condition was not visible; when the lecture was learner-paced and longer. Moreover, it increased learners’ social connection ratings and eye fixation time and count on core learning material (but only when deictic gestures were used). Thus, gesturing onscreen instructors may promote learning by social and cognitive paths, deepening our understanding of the role of gesturing onscreen instructors in multimedia learning and providing guidance for designing effective video lectures. More studies with clear experimental descriptions and eye-tracking studies are needed.

尽管屏幕上的手势讲师广泛出现在视频讲座中，但目前尚不清楚它们是否、何时以及如何有利于学习。为了澄清这个问题，我们对截至 2024 年 3 月的 83 篇文章的 662 个效应量进行了一组三级荟萃分析，涵盖 Web of Science、PsycINFO、ERIC、Education Research Complete、ProQuest Dissertations &Theses 和 Google Scholar。我们纳入了多媒体学习中手势教师的随机对照试验，测量所有出版语言的保留测试分数、转移测试分数、注视时间、注视计数、认知负荷和/或社会感知。使用漏斗图和艾格三明治检验来评估偏倚风险。结果表明，添加手势指导员可以提高记忆力（g = 0.28，95% CI：[0.19,0.37]）和迁移测试分数（g = 0.31，95% CI：[0.21,0.41]），产生体现效果。当讲师展示指示性、隐喻性或多种手势的混合时，这种效果会更强烈。当处于控制状态的指导员不可见时；当讲座按照学习者的节奏进行并且时间更长时。此外，它还增加了学习者的社交联系评分和注视时间，并依赖核心学习材料（但仅限于使用指示手势时）。因此，屏幕上的手势教师可以通过社交和认知路径促进学习，加深我们对屏幕上的手势教师在多媒体学习中的作用的理解，并为设计有效的视频讲座提供指导。需要更多具有清晰实验描述和眼球追踪研究的研究。