Instructor’s position affects learning from video lectures in Chinese context: an eye-tracking study

In the present study, we tested the effectiveness of color coding on the programming learning of students who were learning from video lectures. Effectiveness was measured using multimodal physiological measures, combining eye tracking and electroencephalography (EEG). Using a between-subjects design, 42 university students were randomly assigned to two video lecture conditions (color-coded vs. grayscale). The participants’ eye tracking and EEG signals were recorded while watching the assigned video, and their learning performance was subsequently assessed. The results showed that the color-coded design was more beneficial than the grayscale design, as indicated by smaller pupil diameter, shorter fixation duration, higher EEG theta and alpha band power, lower EEG cognitive load, and better learning performance. The present findings have practical implications for designing slide-based programming learning video lectures; slides should highlight the format of the program code using color coding.

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An eye-tracking analysis of instructor presence in video lectures

Computers in Human Behavior ◽

10.1016/j.chb.2018.07.019 ◽

2018 ◽

Vol 88 ◽

pp. 263-272 ◽

Cited By ~ 12

Author(s):

Andrew T. Stull ◽

Logan Fiorella ◽

Richard E. Mayer

Keyword(s):

Eye Tracking ◽

Video Lectures ◽

Instructor Presence

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An Eye-Tracking Study on Audiovisual Speech Perception Strategies Adopted by Normal-Hearing and Deaf Adults Under Different Language Familiarities

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-19-00223 ◽

2020 ◽

Vol 63 (7) ◽

pp. 2245-2254 ◽

Cited By ~ 1

Author(s):

Jianrong Wang ◽

Yumeng Zhu ◽

Yu Chen ◽

Abdilbar Mamat ◽

Mei Yu ◽

...

Keyword(s):

Speech Perception ◽

Eye Tracking ◽

Normal Hearing ◽

Audiovisual Speech ◽

Audiovisual Speech Perception ◽

Allocation Pattern ◽

Deaf Adults ◽

Bilingual Speaker ◽

Primary Hypothesis ◽

Standard Chinese

Purpose The primary purpose of this study was to explore the audiovisual speech perception strategies.80.23.47 adopted by normal-hearing and deaf people in processing familiar and unfamiliar languages. Our primary hypothesis was that they would adopt different perception strategies due to different sensory experiences at an early age, limitations of the physical device, and the developmental gap of language, and others. Method Thirty normal-hearing adults and 33 prelingually deaf adults participated in the study. They were asked to perform judgment and listening tasks while watching videos of a Uygur–Mandarin bilingual speaker in a familiar language (Standard Chinese) or an unfamiliar language (Modern Uygur) while their eye movements were recorded by eye-tracking technology. Results Task had a slight influence on the distribution of selective attention, whereas subject and language had significant influences. To be specific, the normal-hearing and the d10eaf participants mainly gazed at the speaker's eyes and mouth, respectively, in the experiment; moreover, while the normal-hearing participants had to stare longer at the speaker's mouth when they confronted with the unfamiliar language Modern Uygur, the deaf participant did not change their attention allocation pattern when perceiving the two languages. Conclusions Normal-hearing and deaf adults adopt different audiovisual speech perception strategies: Normal-hearing adults mainly look at the eyes, and deaf adults mainly look at the mouth. Additionally, language and task can also modulate the speech perception strategy.

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Activation and Persistence of Implicit Causality Information in Spoken Language Comprehension

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169/a000002 ◽

2010 ◽

Vol 57 (1) ◽

pp. 5-16 ◽

Cited By ~ 46

Author(s):

Pirita Pyykkönen ◽

Juhani Järvikivi

Keyword(s):

Eye Tracking ◽

Language Comprehension ◽

Spoken Language ◽

Visual World ◽

Implicit Causality ◽

Causality Information ◽

Spoken Language Comprehension

A visual world eye-tracking study investigated the activation and persistence of implicit causality information in spoken language comprehension. We showed that people infer the implicit causality of verbs as soon as they encounter such verbs in discourse, as is predicted by proponents of the immediate focusing account ( Greene & McKoon, 1995 ; Koornneef & Van Berkum, 2006 ; Van Berkum, Koornneef, Otten, & Nieuwland, 2007 ). Interestingly, we observed activation of implicit causality information even before people encountered the causal conjunction. However, while implicit causality information was persistent as the discourse unfolded, it did not have a privileged role as a focusing cue immediately at the ambiguous pronoun when people were resolving its antecedent. Instead, our study indicated that implicit causality does not affect all referents to the same extent, rather it interacts with other cues in the discourse, especially when one of the referents is already prominently in focus.

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