The Museum Learning Experience Through the Visitors’ Eyes: An Eye Tracking Exploration of the Physical Context

2020 ◽  
pp. 183-199 ◽  
Author(s):  
Mattia Rainoldi ◽  
Chung-En Yu ◽  
Barbara Neuhofer
Keyword(s):  
Eye Tracking ◽  
Learning Experience ◽  
Museum Learning ◽  
Physical Context

scholarly journals Eye-tracking and learning experience: gaze trajectories to better understand the behavior of memorial visitors

2020 ◽  
Vol 13 (2) ◽  
Author(s):  
Salma Mesmoudi ◽  
Stanislas Hommet ◽  
Denis Peschanski
Keyword(s):  
Focus Group ◽  
Eye Tracking ◽  
Learning Experience ◽  
Region Of Interest ◽  
Viewing Time ◽  
Image Region ◽  
Mass Violence ◽  
The Gaze ◽  
Before And After ◽  
First Results

Eye-tracking technology is increasingly introduced in museums to assess their role in learning and knowledge transfer. However, their use provide limited quantitative and/or qualitative measures such as viewing time and/or gaze trajectory on an isolated object or image (Region of Interest "ROI"). The aim of this work is to evaluate the potential of the mobile eye-tracking to quantify the students’ experience and behaviors through their visit of the "Genocide and mass violence" area of the Caen memorial. In this study, we collected eye-tracking data from 17 students during their visit to the memorial. In addition, all visitors filled out a questionnaire before the visit, and a focus group was conducted before and after the visit. The first results of this study allowed us to analyze the viewing time spent by each visitor in front of 19-selected ROIs, and some of their specific sub-parts. The other important result was the reconstruction of the gaze trajectory through these ROIs. Our global trajectory approach allowed to complete the information obtained from an isolated ROI, and to identify some behaviors such as avoidance. Clustering analysis revealed some typical trajectories performed by specific sub-groups. The eye-tracking results were consolidated by the participants' answers during the focus group.  

EXPERIENCING MUSEUM LEARNING THROUGH MULTIMEDIA INSTRUCTIONS

2015 ◽  
Vol 77 (29) ◽  
Author(s):  
Asmidah Alwi ◽  
Elspeth McKay
Keyword(s):  
Learning Experience ◽  
Interactive Effect ◽  
Cognitive Styles ◽  
Internet Technology ◽  
Web Based ◽  
Museum Learning ◽  
Museum Visitors ◽  
Post Test ◽  
The Individual ◽  
The Relationship

The use of multimedia instructions for learning purposes has become very common due to the advances of the Internet technology. With this reason, museums around the world are utilizing such technology in order to provide richer museum learning experiences to their visitors. This paper discusses a study that investigated the relationship between multimedia instructional strategies with individual cognitive styles preferences in a museum environment. Comparison of the web-based and physical museum settings , the findings based on a pre-test post-test quasi experiment reveals that the general performances of museum visitors exposed to multimedia instructions in a web-based environment is better than in the physical environment. Further analysis on the individual cognitive styles preferences (SCSD) and the combined cognitive style (CCSD) were also discussed. The analysis also reveals that there is an interactive effect between the individual cognitive styles and the multimedia instructions in the museum learning experience.

Unearthing Invisible Buildings

2014 ◽  
pp. 77-95 ◽  
Author(s):  
Marcus Winter ◽  
Lyn Pemberton
Keyword(s):  
Primary School ◽  
Mobile Learning ◽  
School Children ◽  
Learning Experience ◽  
Empirical Evaluation ◽  
Primary School Children ◽  
Learning Technology ◽  
Physical Context ◽  
Mobile Learning Technology ◽  
Collaborative Game

Recent research has identified excessive device focus as a serious problem in collaborative mobile learning as it undermines key ideas of learners engaging with their co-learners in context-rich authentic settings. Various recommendations have been formulated to address device focus in the design of mobile learning technology and pedagogy and foster students’ engagement with both their peers and their environment. This paper describes how some of these recommendations have been implemented and extended in the design of Invisible Buildings, a mobile collaborative game-based activity for schoolchildren. It reports the results of an empirical evaluation of the learning experience with primary school children, focusing on students’ engagement with their social and physical context during learning activities, and providing insights into their behaviour and strategies with respect to device sharing. Findings broadly confirm the effectiveness of the implemented measures and show good student acceptance of the tools employed and the overall learning experience.

scholarly journals Assessing learning styles through eye tracking for e-learning applications

2021 ◽  
pp. 35-35
Author(s):  
Nahumi Nugrahaningsih ◽  
Marco Porta ◽  
Aleksandra Klasnja-Milicevic
Keyword(s):  
Learning Styles ◽  
Eye Tracking ◽  
Fixation Duration ◽  
Learning Experience ◽  
Verbal Learning ◽  
Learning Material ◽  
Eye Tracker ◽  
Gaze Behavior ◽  
First Year Students ◽  
The Right

Adapting the presentation of learning material to the specific student?s characteristics is useful to improve the overall learning experience and learning styles can play an important role to this purpose. In this paper, we investigate the possibility to distinguish between Visual and Verbal learning styles from gaze data. In an experiment involving first year students of an engineering faculty, content regarding the basics of programming was presented in both text and graphic form, and participants? gaze data was recorded by means of an eye tracker. Three metrics were selected to characterize the user?s gaze behavior, namely, percentage of fixation duration, percentage of fixations, and average fixation duration. Percentages were calculated on ten intervals into which each participant?s interaction time was subdivided, and this allowed us to perform timebased assessments. The obtained results showed a significant relation between gaze data and Visual/Verbal learning styles for an information arrangement where the same concept is presented in graphical format on the left and in text format on the right. We think that this study can provide a useful contribution to learning styles research carried out exploiting eye tracking technology, as it is characterized by unique traits that cannot be found in similar investigations.

Do Preterm Infants Perceive Temporal Synchrony? An Analysis with the Eye-Tracking System

2017 ◽  
Vol 5 (2) ◽  
pp. 190-209
Author(s):  
Joëlle Provasi ◽  
Christelle Lemoine-Lardennois ◽  
Eric Orriols ◽  
Françoise Morange-Majoux
Keyword(s):  
Eye Tracking ◽  
Preterm Infants ◽  
Very Low Birth Weight ◽  
Tracking System ◽  
Learning Experience ◽  
Full Term ◽  
Visual Exploration ◽  
Term Infants ◽  
Vlbw Infants ◽  
Areas Of Interest

The aim of this study was to investigate auditory–visual temporal asynchrony in preterm infants using a habituation procedure coupled with an eye-tracking system in order to examine visual behavior accurately and determine specific visual areas of interest. Sixteen term infants, twelve low-risk near-term (LBW) preterm infants and eight Very Low Birth Weight (VLBW) preterm infants were tested at four months post term. Infants were habituated with an auditory–visual synchronic situation: a visual ball bounced back in synchrony with an auditory sound. In the test phase, an asynchronized situation and a synchronized situation were presented alternately three times. The results showed that VLBW infants spent more time looking at the target before being habituated compared to LBW preterm infants and full-term infants. Specific areas of interest showed that VLBW infants spent less time on the target than LBW and full-term infants and had a more heterogeneous visual exploration. Nevertheless, VLBW infants had the same novelty reaction as the other infant groups. Moreover, the study of areas of interest revealed that whatever the age group, infants looked more at the area where the sound was produced during the asynchronized trial. This result suggests that infants perceive asynchrony. We suggest that VLBW preterm infants show the same ability to habituate and novelty recovery through an early learning experience due to earlier additional extra-uterine exposure.

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