Before revision:  This is surprising given that an increased mechanistic knowledge of learning by doing-based improvements has the potential to speed up the development of evidence-based teaching practices. Here we use neuroscience methods and a gesture-enriched foreign language (L2) vocabulary learning paradigm to adjudicate between opposing predictions of two neuroscientific learning theories .
After revision:  Here we show that visual association cortex causally contributes to performance benefits of a learning by doing method. This finding derives from transcranial magnetic stimulation (TMS) and a gesture-enriched foreign language (L2) vocabulary learning paradigm to adjudicate between opposing predictions of two neuroscientific learning theories .