The present work reviews and summarizes results of tracing studies up to the present and collects different explanations for found effects of pointing and tracing while learning as an effective touch-based action method. Two explanations are focused finally in order to test them in the presented eye-tracking study. The study (N = 90) with a three-group experimental design investigated whether learners benefit from pointing compared to learners using tracing or no-touch-based action method (pointing vs. tracing vs. no touch). The results replicate previous findings demonstrating benefits of using the hands for learning and provide additional support for the hypothesis that fingers support learning by directing attention. This is due to the fact that the learning group using pointing outperformed, especially in comprehension performance, the no-touch learning group and the learning group that used tracing actions. Eye-movement analysis indicated that the pointing group profited from a higher focus of visual attention and more intense cognitive activity. The question of why the tracing group did not show this same benefit is discussed by considering previous studies and the limitations of the present study. It seems as if the present study does not replicate a previous study. However, when reflecting on the different control group design, the present study delivers additional information on how using fingers affects learning. Moreover, new perspectives with explanations from the review are integrated for interpreting and discussing the presented results and opened herewith for further research on touch-based actions in the frame of movement and learning.

本工作回顾和总结了迄今为止的追踪研究结果，并收集了对在学习过程中指向和追踪作为一种有效的基于触摸的动作方法所发现的效果的不同解释。最后集中了两种解释，以便在所提出的眼动追踪研究中对其进行测试。该研究（N = 90）采用三组实验设计，调查了与使用跟踪或基于非触摸的动作方法（指向与跟踪与无触摸）的学习者相比，学习者是否从指向中受益。结果重复了之前的研究结果，证明了用手进行学习的好处，并为手指通过引导注意力来支持学习的假设提供了额外的支持。这是因为使用指向的学习组表现优于非接触学习组和使用追踪动作的学习组，尤其是在理解性能方面。眼球运动分析表明，指示组受益于更高的视觉注意力集中度和更强烈的认知活动。通过考虑之前的研究和本研究的局限性，讨论了为什么追踪组没有表现出同样的益处的问题。看来目前的研究并没有重复以前的研究。然而，当反思不同的对照组设计时，本研究提供了有关使用手指如何影响学习的更多信息。此外，整合了新的观点和评论中的解释，以解释和讨论所提出的结果，并在此开放，以进一步研究运动和学习框架中基于触摸的动作。