scholarly journals The Effect of Cue Labeling in Multimedia Learning: Evidence From Eye Tracking

2021 ◽  
Vol 12 ◽  
Author(s):  
Jialu Hu ◽  
Jinkun Zhang
Keyword(s):  
Eye Tracking ◽  
Test Performance ◽  
Retention Test ◽  
Multimedia Learning ◽  
Spatial Contiguity ◽  
Multimedia Material ◽  
Cueing Effect ◽  
Joint Influence ◽  
Color Cues ◽  
Explanatory Information

Cue labels are useful during multimedia learning. According to spatial contiguity principle, people learn more when related words and pictures are displayed spatially near one another. Well-arranged labels of multimedia material can greatly facilitate learning. This study used eye tracking to examine the joint influence of label size (large vs. small) and color (included vs. not) on multimedia learning. The results revealed that larger labels led to better retention test performance and a higher AOI glance count, but no cueing effect was found for color. Cues have a certain attention-leading function that promotes the learner remembering the content. These findings suggest that salient labels that provide explanatory information can guide learners’ attention and facilitate learning, though a combination of label size and color salience did not demonstrate a superior cueing effect.

scholarly journals The Influence of Signaling on the Disfluency Effect in Multimedia Learning

2021 ◽  
Vol 12 ◽  
Author(s):  
Tingming Lai ◽  
Jinkun Zhang
Keyword(s):  
Learning Outcomes ◽  
Test Performance ◽  
Transfer Test ◽  
Multimedia Learning ◽  
Positive Impact ◽  
Joint Influence ◽  
Disfluency Effect ◽  
Facilitated Learning ◽  
Guiding Effect ◽  
Text Condition

Do students learn better with texts that are slightly harder-to-read (i.e., disfluent)? Previous research has yielded conflicting findings. The present study identified the boundary condition that determines when disfluent texts benefit learning. We used eye-tracking to examine the joint influence of text legibility (fluent vs. disfluent) and signaling (signaling vs. non-signaling) on multimedia learning. The results revealed that both disfluent text and signaling led to better transfer test performance, and there was also an interaction between them. Specifically, the disfluent text led to better learning outcomes with or without signaling; however, in the fluent text condition, only signaling facilitated learning. Eye movement analyses indicated that signaling guided learners to pay more attention to important content in the learning materials. The current results suggest that signaling can enhance individuals’ perceived fluency or familiarity to the material and guide the attention during multimedia learning, and the positive impact of disfluency on multimedia learning seems to be more stable and ubiquitous. We discuss these under the framework of disfluency effect and attention-guiding effect.

The Spatial Contiguity Effect in Multimedia Learning: The Role of Cueing

2015 ◽  
Vol 47 (2) ◽  
pp. 224 ◽  
Author(s):  
Fuxing WANG ◽  
Zhaohui DUAN ◽  
Zongkui ZHOU ◽  
Jun CHEN
Keyword(s):  
Multimedia Learning ◽  
Spatial Contiguity

Verstehen verstehen. Eine Pilotstudie zur Überprüfung der Eye-Mind-Hypothese bei multimedialen Lernprozessen von Funktionen

2021 ◽  
Author(s):  
Martin Ohrndorf
Keyword(s):  
Eye Tracking ◽  
Cognitive Theory ◽  
Multimedia Learning

Erklärvideos spielen mittlerweile auch in schulischen Kontexten eine bedeutsame Rolle. Welche Lern- und Verstehensprozesse beim Schauen von Erklärvideos relevant sind, ist bislang jedoch noch nicht erforscht. Die vorliegende Arbeit liefert einen ersten Schritt in Richtung der Erfassbarkeit kognitiver Verstehensprozesse mittels der Untersuchung von Blickbewegungen durch die Methode des Eye-Trackings. Das Medium Erklärvideo wird zunächst in die unterrichtspsychologische Forschung eingeordnet, indem seine Rolle für schulische Lehr-Lern-Prozesse anhand von Angebots-Nutzungs-Modellen untersucht wird. Diese Einordnung schafft eine analytische Trennung zwischen dem Erklärvideo als Angebot und der Nutzung dieses Mediums durch Schüler*innen, so dass diese beiden Perspektiven empirisch untersuchbar werden. Im nächsten Schritt wird beispielhaft ein Erklärvideo aus dem Bereich Funktionen als Lernangebot untersucht. Dies geschieht auf Grundlage eines Katalogs von Qualitätskriterien zur Untersuchung von lernunterstützenden Erklärvideos, welcher unter Berücksichtigung der Cognitive Theory of Multimedia Learning und fachdidaktischen Qualitätskriterien entwickelt und begründet wird. Nachfolgend wird die Erfassbarkeit kognitiver Verstehensprozesse beim funktionalen Denken anhand einer Fallstudie zur Nutzung des Erklärvideos durchgeführt. Hierzu werden Blickbewegungen und Äußerungen des nachträglichen lauten Denkens analysiert, u.a. anhand einer Ausdifferenzierung der Anderson-Krathwohl-Taxonomie für funktionales Denken. Die vorliegende Arbeit gibt einen Einblick in die aktuelle kognitionspsychologische Forschung bezüglich Erklärvideos zum funktionalen Lernen und weist nach, dass kognitive Erinnerns- und Verstehensprozesse u.a. mittels Eye-Tracking an verschiedenen Stellen sichtbar gemacht werden können.

Evaluation of Situations Causing Split of Attention in Multimedia Learning Environments via Eye-Tracking Method

2015 ◽  
pp. 337-367 ◽  
Author(s):  
Duygu Mutlu-Bayraktar ◽  
Servet Bayram
Keyword(s):  
Eye Tracking ◽  
Learning Environments ◽  
Visual Information ◽  
Multimedia Learning ◽  
Heat Maps ◽  
Tracking Method ◽  
Attention Effect ◽  
Area Of Interest ◽  
Video Images ◽  
Multimedia Environments

In this chapter, situations that can cause split of attention in multimedia environments were determined via eye tracking method. Fixation numbers, heat maps and area of interest of learners were analyzed. As a result of these analyses, design suggestions were determined for multimedia environments to provide focusing attention to content without split attention effect. Visual and auditory resources should be provided simultaneously. Visual information should be supported with auditory expression instead of texts. Images such as videos, pictures and texts should not be presented on the same screen. Texts provided with pictures should be presented via integration to each other instead of separate presentation of text and picture. Texts provided with videos should be presented via integration to each other instead of separate presentation of text and video. Images should be given via marking important points on images to increase attention.

The Influence of Visual and Temporal Dynamics on Split Attention

2011 ◽  
pp. 944-962
Author(s):  
Florian Schmidt-Weigand
Keyword(s):  
Visual Attention ◽  
Eye Tracking ◽  
Multimedia Learning ◽  
Temporal Dynamics ◽  
User Interaction ◽  
Individual Characteristics ◽  
Learning Material ◽  
Visual Strategy ◽  
Split Attention ◽  
Design Characteristics

This chapter introduces eye tracking as a method to observe how the split of visual attention is managed in multimedia learning. The chapter reviews eye tracking literature on multirepresentational material. A special emphasis is devoted to recent studies conducted to explore viewing behavior in learning from dynamic vs. static visualizations and the matter of pacing of presentation. A presented argument is that the learners’ viewing behavior is affected by design characteristics of the learning material. Characteristics like the dynamics of visualization or the pace of presentation only slightly influence the learners’ visual strategy, while user interaction (i.e., learner controlled pace of presentation) leads to a different visual strategy compared to system-paced presentation. Taking viewing behavior as an indicator of how split attention is managed the harms of a split source format in multimedia learning can be overcome by implementing a user interaction that allows the learner to adapt the material to perceptual and individual characteristics.

Eye tracking as a tool to study and enhance multimedia learning

2010 ◽  
Vol 20 (2) ◽  
pp. 95-99 ◽  
Author(s):  
Tamara van Gog ◽  
Katharina Scheiter
Keyword(s):  
Eye Tracking ◽  
Multimedia Learning
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