Using gesture recognition with the memory strategy to improve preschoolers’ learning performance, motor skills, and executive function

Gesture recognition can create an interactive environment in which to train children to control their thoughts, gestures, and body postures when performing learning activities. This study integrated gesture recognition and a memory strategy to develop a physical learning activity for preschoolers to improve their English learning performance, motor skills (namely, stability and movement), and executive functions (namely, working memory). The study selected 67 kindergarten level 3 preschoolers. They were divided into either the experimental group (gesture recognition with memory strategy) or the control group (traditional activity learning with memory strategy). The experiment was conducted over a period of six stages for a total duration of 360 min. The results showed that the participants who used gesture recognition with the memory strategy demonstrated better learning performance, motor skills, and executive functions, and the statistics showed a significant deviation between the two approaches. With gesture recognition, the instructor enhanced the learning process of the children’s physical motions and cognitive knowledge by strengthening the connection between life experiences and specific tasks, and the children’s executive functions also improved. The research contribution of this study is a pedagogy manuscript for teachers who want to create a physical activity with gesture technology for preschoolers.