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.

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

2018 ◽  
pp. 348-372
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.

scholarly journals Effects of cueing and signalling on change blindness in multimedia learning environment

2019 ◽  
Vol 11 (1) ◽  
pp. 128-139
Author(s):  
Duygu Mutlu Bayraktar ◽  
Servet Bayram
Keyword(s):  
Learning Environment ◽  
Eye Tracking ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Multimedia Learning ◽  
Change Blindness ◽  
Tracking Method ◽  
Visual Cueing ◽  
Mouse Movements ◽  
Multimedia Learning Environment

In this study, it was aimed to investigate the change blindness that may occur in multimedia learning environments used cueing and signaling effects. For this purpose, a multimedia animation which had some changes about computer parts was designed. Twenty-one undergraduate students participated in the experiment voluntarily. Eye and mouse movements were recorded and analysed with eye-tracking method, and participants were asked to say when they noticed the changes; their voices were simultaneously recorded. The results show that the participants were more focused on the objects being signaled, and less detected the changes in other areas. It is seen that the percentage of detecting the change occurring on the most focused object is low, except for the object using the signaling and visual cueing. The change in the object that was used the signaling and the visual cueing is the most detected change.Keywords: Multimedia learning, change blindness, eye tracking.

Detecting Online Learners' Reading Ability via Eye-Tracking

2018 ◽  
pp. 163-185
Author(s):  
Samiullah Paracha ◽  
Ayaka Inuoue ◽  
Sania Jehanzeb
Keyword(s):  
Eye Tracking ◽  
Learning Environments ◽  
Reading Ability ◽  
Short Term Memory ◽  
Reading Performance ◽  
Accurate Assessment ◽  
Online Learners ◽  
Motivation To Read ◽  
Tracking Method ◽  
Instructional Goal

Nurturing the motivation to read is an important instructional goal. There can be a number of reasons for a learner to have problems with reading in online learning environments: (1) eyes being unable to scan easily along a line of print; or (2) as a result of concentrating on controlling the eyes concentration, the short-term memory become impaired. The study reported in this chapter used eye tracking method to provide a useful experimental design for exploring reading performance of university online learners. Different eye-tracking experiments were carried out to help informing the teachers to improve the learning environment and be able to do more accurate assessment about what the students were attending to on the screen.

scholarly journals The use of eye-tracking methods for evaluation of responsive web application

2018 ◽  
Vol 6 ◽  
pp. 20-27
Author(s):  
Dariusz Meksuła ◽  
Konrad Mikołajczyk ◽  
Małgorzata Plechawska-Wójcik ◽  
Magdalena Borys
Keyword(s):  
Eye Tracking ◽  
Web Application ◽  
Test Subject ◽  
Gaze Direction ◽  
Interface Elements ◽  
Heat Maps ◽  
Tracking Method ◽  
Research Participants

The purpose of this article is to present the eye-tracking method in the context of evaluation of responsive web application dedicated to manage students practices. To determine usability of the application the eye-tracking method has been chosen due to its high objectivity. Using this method one can unequivocally determine the user gaze direction, which interface elements enchained his attention and which ones were completely skipped. As part of the work were prepared scenarios with tasks for the research participants, questionnaires and time of the tasks execution where measured. Collected data were presented as heat maps and scanpaths. The paper covers also actual review of bibliography of the eye-tracking area and detailed description of the eye-tracking method. What is more the paper gives description of test subject, conducted test and discusses results.

scholarly journals Scanning activity of elite football players in 11 vs. 11 match play: An eye-tracking analysis on the duration and visual information of scanning

PLoS ONE ◽  
2021 ◽  
Vol 16 (8) ◽  
pp. e0244118
Author(s):  
Karl Marius Aksum ◽  
Lars Brotangen ◽  
Christian Thue Bjørndal ◽  
Lukas Magnaguagno ◽  
Geir Jordet
Keyword(s):  
Visual Perception ◽  
Eye Tracking ◽  
Visual Information ◽  
Video Frame ◽  
Practical Applications ◽  
Area Of Interest ◽  
Information Number ◽  
Scanning Behavior ◽  
Game Environment ◽  
The Moment

Visual perception in football (“soccer” in the U.S.) is increasingly becoming a key area of interest for researchers and practitioners. This exploratory case study investigated a sub-set of visual perception, namely visual exploratory scanning. The aim of this study was to examine the scanning of four elite football midfield players in an 11 vs. 11 real-game environment using mobile eye-tracking technology. More specifically, we measured the duration and information (number of teammates and opponents) of the players’ scanning behavior. The results showed that the players’ scanning duration was influenced by the ball context and the action undertaken with the ball at the moment of scan initiation. Furthermore, fixations were found in only 2.3% of the scans. Additionally, the results revealed that the stop point is the most information-rich part of a scan and that the players had more opponents than teammates inside their video frame during scans. Practical applications and further research recommendations are presented.

Designing for Learning in Narrative Multimedia Environments

2008 ◽  
pp. 390-397
Author(s):  
L. Gjedde
Keyword(s):  
Experiential Learning ◽  
Learning Environments ◽  
Situated Learning ◽  
Learning Process ◽  
Interactive Multimedia ◽  
Multimedia Learning ◽  
Interactive Learning ◽  
Information Design ◽  
Learning Programs ◽  
Multimedia Environments

Narrative is fundamental for learning and the construction of meaning. In the design of interactive learning programs, the need for narrative is often neglected, and the emphasis is on information design rather than the design of experiential learning environments. This chapter presents research related to the development of two prototypes of narrative interactive multimedia learning environments, from an experiential and situated learning perspective and proposes a model for a narrative learning process, related to a situated and experiential learning perspective.

Designing for Learning in Narrative Multimedia Environments

2005 ◽  
pp. 101-112 ◽  
Author(s):  
Lisa Gjedde
Keyword(s):  
Experiential Learning ◽  
Learning Environments ◽  
Situated Learning ◽  
Learning Process ◽  
Interactive Multimedia ◽  
Multimedia Learning ◽  
Interactive Learning ◽  
Information Design ◽  
Learning Programs ◽  
Multimedia Environments

Narrative is fundamental for learning and the construction of meaning. In the design of interactive learning programs, the need for narrative is often neglected, and the emphasis is on information design rather than the design of experiential learning environments. This chapter presents research related to the development of two prototypes of narrative interactive multimedia learning environments, from an experiential and situated learning perspective and proposes a model for a narrative learning process, related to a situated and experiential learning perspective.

Investigating the Impact of Cognitive Style on Multimedia Learners’ Understanding and Visual Search Patterns: An Eye-Tracking Approach

2017 ◽  
Vol 55 (8) ◽  
pp. 1053-1068 ◽  
Author(s):  
Han-Chin Liu
Keyword(s):  
Visual Search ◽  
Eye Tracking ◽  
Mental Models ◽  
Learning Environments ◽  
Multimedia Learning ◽  
Learning Performance ◽  
Search Patterns ◽  
Field Dependent ◽  
The Impact ◽  
Tracking Technology

Multimedia students’ dependence on information from the outside world can have an impact on their ability to identify and locate information from multiple resources in learning environments and thereby affect the construction of mental models. Field dependence-independence has been used to assess the ability to extract essential information from the environment. This study utilized eye-tracking technology to explore whether field-dependent and field-independent (FI) learners differed in their visual searching efficiency and multimedia learning performance. The FI learners outperformed field-dependent learners in posttest indices. In addition, FI learners were better able to identify visual cues and demonstrated efficient visual search patterns when learning using different information formats. The research findings echoed previous findings: The dependence on information in the context of learning can affect learners’ visual search efficiency and learning performance. The findings of this study suggest that adaptable learning environments that provide a rich variety of media may benefit learners with different levels of information-dependence. Applying eye-tracking technology enabled blueprints to be created pertaining to the learners’ information processing. However, additional research techniques, such as think-aloud exercises, would enable deeper understanding of how learners construct mental models of a knowledge base in a multimedia learning environment.

Eye movements in sports research and practice: Immersive technologies as optimal environments for the study of gaze behaviour

2020 ◽  
Author(s):  
David Harris ◽  
Mark Wilson ◽  
Tim Holmes ◽  
Toby de Burgh ◽  
Samuel James Vine
Keyword(s):  
Virtual Reality ◽  
Eye Movements ◽  
Eye Tracking ◽  
Visual Information ◽  
Successful Performance ◽  
Experimental Control ◽  
Research And Practice ◽  
Gaze Behaviour ◽  
Immersive Technologies

Head-mounted eye tracking has been fundamental for developing an understanding of sporting expertise, as the way in which performers sample visual information from the environment is a major determinant of successful performance. There is, however, a long running tension between the desire to study realistic, in-situ gaze behaviour and the difficulties of acquiring accurate ocular measurements in dynamic and fast-moving sporting tasks. Here, we describe how immersive technologies, such as virtual reality, offer an increasingly compelling approach for conducting eye movement research in sport. The possibility of studying gaze behaviour in representative and realistic environments, but with high levels of experimental control, could enable significant strides forward for eye tracking in sport and improve understanding of how eye movements underpin sporting skills. By providing a rationale for virtual reality as an optimal environment for eye tracking research, as well as outlining practical considerations related to hardware, software and data analysis, we hope to guide researchers and practitioners in the use of this approach.

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