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Abstract Teaching a new concept through gestures—hand movements that accompany speech—facilitates learning above‐and‐beyond instruction through speech alone (e.g., Singer & Goldin‐Meadow,). However, the mechanisms underlying this phenomenon are still under investigation. Here, we use eye tracking to explore one often proposed mechanism—gesture's ability to direct visual attention. Behaviorally, we replicate previous findings: Children perform significantly better on a posttest after learning through Speech+Gesture instruction than through Speech Alone instruction. Using eye tracking measures, we show that children who watch a math lesson with gesturedoallocate their visual attention differently from children who watch a math lesson without gesture—they look more to the problem being explained, less to the instructor, and are more likely to synchronize their visual attention with information presented in the instructor's speech (i.e.,follow along with speech) than children who watch the no‐gesture lesson. The striking finding is that, even though these looking patterns positively predict learning outcomes, the patterns do notmediatethe effects of training condition (Speech Alone vs. Speech+Gesture) on posttest success. We find instead a complex relation between gesture and visual attention in which gesturemoderatesthe impact of visual looking patterns on learning—following along with speechpredicts learning for children in the Speech+Gesture condition, but not for children in the Speech Alone condition. Gesture's beneficial effects on learning thus come not merely from its ability to guide visual attention, but also from its ability to synchronize with speech and affect what learners glean from that speech. 

Teaching a new concept with gestures – hand movements that accompany speech – facilitates learning above-and-beyond instruction through speech alone (e.g., Singer & Goldin-Meadow, 2005). However, the mechanisms underlying this phenomenon are still being explored. Here, we use eyetracking to explore one mechanism – gesture’s ability to direct visual attention. We examine how children allocate their visual attention during a mathematical equivalence less on that either contains gesture or does not. We show that gesture instruction improves posttest performance, and additionally that gesture does change how children visually attend to instruction: children look more to the problem being explained, and less to the instructor.However looking patterns alone cannot explain gesture’s effect, as posttest performance is not predicted by any of our looking-time measures. These findings suggest that gesture does guide visual attention, but that attention alone cannot account for its facilitative learning effects.