A systematic review of eye tracking research on multimedia learning

Alemdağ, Ecenaz; Çağıltay, Kürşat

doi:10.1016/j.compedu.2018.06.023

Cited by 311 publications

(204 citation statements)

References 59 publications

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“…31 The FraIM is an appropriate methodology for this research because it is flexible and responsive, which was particularly relevant to the iterative process of inductive and deductive analyses engaged in to answer the first two research questions. Although eye-tracking hardware and software has been used to guide inferences about cognitive processing in a number of international studies 29 , it has never been used to aid the description of English second language learners' engagement with electronic quizzes and derivation of an EST reading comprehension. Therefore a pioneering approach was required, for which the FraIM's pragmatic guidelines are well suited.…”

Section: Methodsmentioning

confidence: 99%

“…Eye-tracking equipment has the potential to aid a researcher in making judgements about the difference between activity with or without intentionality. 29 Although this method has even successfully been done using complex models which infer cognitive processing 30 , in this research simple observation of gaze direction was considered sufficient because it revealed a prevalence of blatant attempts to game the system, as is discussed below.…”

Section: Conceptual and Theoretical Frameworkmentioning

confidence: 98%

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influence of science reading comprehension on South African township learners’ learning of science

Stott¹,

Beelders²

2019

S. Afr. J. Sci.

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The majority of South African township learners have poor reading comprehension skills, which is known to impact negatively on their understanding of content subjects such as science, although the extent of the impact is not fully understood. We explored this impact, as well as the extent to which reading comprehension accounted for the differential effectiveness observed for out-of-class, text-dependent science intervention programmes. Eye movement and mouse-click data were collected from 65 Grade-8 and Grade-9 township learners as they read texts and answered electronic quizzes about electric circuits and lightning on a computer fitted with eye-tracking hardware and software. These data were used to describe the learners' reading and question-answering patterns and derive a composite English for science and technology (EST) reading comprehension index for each learner. Correlations were sought between this index and the learners' Natural Sciences marks and the benefit gained from two previous out-of-school science intervention programmes. Most learners were able to engage meaningfully with a less text-rich, moderately familiar quiz, but there was a prevalence of reading avoidance, guessing and reliance on superficial text features to answer questions for a more text-rich, unfamiliar quiz. Moderate to strong correlations were found between the EST index and both Natural Sciences and intervention marks. The findings suggest that while a significant number of higher achieving township learners possess sufficient levels of EST reading comprehension skills to benefit from textbased interventions, the majority require help in developing EST reading comprehension skills to enhance the likelihood of the intervention's success. Significance:•From this study, we infer that a small group of South African township learners, identifiable by their relatively high Natural Sciences marks, are able to read English science texts with sufficient comprehension to be able to benefit from text-dependent interventions, including engagement with self-study interactive software. The majority, however, read such texts at the frustration level, making it unlikely for interventions to be effective if they rely on the learner being able to engage in independent reading.

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Section: Methodsmentioning

confidence: 99%

Section: Conceptual and Theoretical Frameworkmentioning

confidence: 98%

influence of science reading comprehension on South African township learners’ learning of science

Stott¹,

Beelders²

2019

S. Afr. J. Sci.

View full text Add to dashboard Cite

show abstract

“…Consequently, most eye‐tracking research on multimedia learning has focused on measures that reflect intentional direction of visual attention and assumes that these measures reflect conceptual processes. The most prominent measures include fixation duration and switching between stimuli (for recent meta‐reviews, see Alemdag & Cagiltay, ; Gegenfurtner, Lehtinen, & Säljö, ; Lai et al., ). For example, long fixations on a stimulus are assumed to reflect deep processing of the information (Lai et al., ; Mason, Pluchino, & Tornatora, ; Schmidt‐Weigand, Kohnert, & Glowalla, ).…”

Section: Prior Researchmentioning

confidence: 99%

“…For example, long fixations on a stimulus are assumed to reflect deep processing of the information (Lai et al., ; Mason, Pluchino, & Tornatora, ; Schmidt‐Weigand, Kohnert, & Glowalla, ). Furthermore, frequent switching between stimuli is assumed to reflect integration of information across the stimuli (Alemdag & Cagiltay, ; Johnson & Mayer, ; Stalbovs, Scheiter, & Gerjets, ). Indeed, these measures correlate with students’ conceptual competencies (Rau et al., 2015b; Van Gog & Scheiter, ).…”

Section: Prior Researchmentioning

confidence: 99%

“…Furthermore, research has used think-alouds to assess how students learn these competencies during problem-solving (Ainsworth & Loizou, 2003;Pl€ otzner, Bodemer, & Neudert, 2008). Also, research has used eye-tracking to assess students' visual attention to conceptually relevant features (for an overview, see Alemdag & Cagiltay, 2018). Eye-tracking research is based on the so-called eye-mind assumption (Hegarty & Just, 1993;Underwood & Everatt, 1992), which states that the duration of eye-gaze fixations reflects the duration of cognitive processes that students use on the information they are looking at.…”

Section: Assessments Of Representational Competenciesmentioning

confidence: 99%

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Cognitive Task Analysis for Implicit Knowledge About Visual Representations With Similarity Learning Methods

Mason

Rau²,

Nowak

2019

Cognitive Science

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Visual representations are prevalent in STEM instruction. To benefit from visuals, students need representational competencies that enable them to see meaningful information. Most research has focused on explicit conceptual representational competencies, but implicit perceptual competencies might also allow students to efficiently see meaningful information in visuals. Most common methods to assess students’ representational competencies rely on verbal explanations or assume explicit attention. However, because perceptual competencies are implicit and not necessarily verbally accessible, these methods are ill‐equipped to assess them. We address these shortcomings with a method that draws on similarity learning, a machine learning technique that detects visual features that account for participants’ responses to triplet comparisons of visuals. In Experiment 1, 614 chemistry students judged the similarity of Lewis structures and in Experiment 2, 489 students judged the similarity of ball‐and‐stick models. Our results showed that our method can detect visual features that drive students’ perception and suggested that students’ conceptual knowledge about molecules informed perceptual competencies through top‐down processes. Furthermore, Experiment 2 tested whether we can improve the efficiency of the method with active sampling. Results showed that random sampling yielded higher accuracy than active sampling for small sample sizes. Together, the experiments provide the first method to assess students’ perceptual competencies implicitly, without requiring verbalization or assuming explicit visual attention. These findings have implications for the design of instructional interventions that help students acquire perceptual representational competencies.

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Dynamic signals in instructional videos support students to navigate through complex representations: An eye‐tracking study

Rodemer

Lindner

Eckhard

et al. 2022

Applied Cognitive Psychology

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In this eye-tracking experiment, we compared instructional videos with static signals, dynamic signals and no signaling in a within-subject design. We tracked eye movements from 28 undergraduate chemistry students while they were watching instructional videos about reaction mechanisms in the different signaling conditions. Further, we assessed students' cognitive load, as well as retention performance. We employed a Latin square design to control for sequencing and content effects of the instructional videos. Our data showed that dynamic signals helped students to better focus their attention to the relevant features of the representations virtually across the entire time of the video presentation. Furthermore, dynamic signals increased retention performance while they decreased extraneous cognitive load. Overall, our findings show the crucial role of pairing the signaling principle with the temporal contiguity principle in instructional videos to help students navigate through complex symbolic representations and improve their learning success.

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A systematic review of eye tracking research on multimedia learning

Cited by 311 publications

References 59 publications

influence of science reading comprehension on South African township learners’ learning of science

influence of science reading comprehension on South African township learners’ learning of science

Cognitive Task Analysis for Implicit Knowledge About Visual Representations With Similarity Learning Methods

Dynamic signals in instructional videos support students to navigate through complex representations: An eye‐tracking study

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