An eye tracking comparison of external pointing cues and internal continuous cues in learning with complex animations

Boucheix, Jean‐Michel; Lowe, Richard

doi:10.1016/j.learninstruc.2009.02.015

Cited by 222 publications

(178 citation statements)

References 22 publications

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“…Results showed that the average effect size of the presence or absence of signaling cues did not differ significantly, suggesting that this moderator does not provide persuasive evidence about whether cueing moderates the overall animation effect. At first glance, this is not consistent with the growing evidence of visual cues improving learning in literature (Boucheix & Lowe, 2010;de Koning et al, 2010;Lin & Atkinson, 2011;Mautone & Mayer, 2007; to only name few). However, some studies demonstrated that cueing could also counteract spontaneous exploration and add extraneous visual information (Boucheix, Lowe, Putri, & Groff, 2013).…”

Section: How Are Animation Effects Influenced By Factors Related To Tmentioning

confidence: 67%

“…Besides, a series of simultaneously static graphics allows for the different states or steps within a depicted process to be consulted at any time, while an animation must be repeated as a whole (Betrancourt et al, 2001). However, the transience of the animation could allow learners to fragment the continuous flux of visual information into chunk events, as it can be observed in " [the participant's] attempts to anticipate upcoming information" (Boucheix & Lowe, 2010;Lowe & Boucheix, 2008, p. 270). This segmentation could then alleviate the animation-processing load.…”

Section: Instructional Functions and Cognitive Processing Of Animationmentioning

confidence: 99%

“…The visual and perceptual signaling aid of cueing supplied to the learner can take on various forms, such as colorcoding of elements/parts, fading of elements/parts, or added arrows. Several studies have shown that cues may improve learning by reducing the visual search to a pertinent location (e.g., Boucheix & Lowe, 2010;Mautone & Mayer, 2007;de Koning, Tabbers, Rikers, & Paas, 2010) whereas other studies have shown no influence of cueing (for instance Kriz & Hegarty, 2007).…”

Section: Factors Related To the Instructional Materialsmentioning

confidence: 99%

See 2 more Smart Citations

Does animation enhance learning? A meta-analysis

Berney

Bétrancourt

2016

Computers & Education

278

159

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Section: How Are Animation Effects Influenced By Factors Related To Tmentioning

confidence: 67%

Section: Instructional Functions and Cognitive Processing Of Animationmentioning

confidence: 99%

Section: Factors Related To the Instructional Materialsmentioning

confidence: 99%

See 1 more Smart Citation

Does animation enhance learning? A meta-analysis

Berney

Bétrancourt

2016

Computers & Education

278

159

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“…Several studies have revealed that users fixate more often and spend more time on cued information (e.g., Boucheix and Lowe 2010;de Koning et al 2010;Kriz and Hegarty 2007). Equivocal findings have been reported for the contribution of signaling to learning outcomes.…”

Section: Demonstration-based-training (Dbt)mentioning

confidence: 99%

Demonstration-based training (DBT) in the design of a video tutorial for software training

Meij

2016

Instr Sci

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This study investigates the design and effectiveness of a video tutorial for software training. In accordance with demonstration-based training, the tutorial consisted of a series of task demonstrations, with instructional features added to enhance learning. An experiment is reported in which a demonstration-only control condition was compared with a demonstration-with-review condition. The review videos provided a recap to support retention of the procedure. Strict viewing conditions were imposed during training. Both learning and motivation were assessed. Participants were 55 students from primary and secondary schools in Germany. The outcomes showed that both tutorials significantly contributed to development of procedural knowledge and to motivation, and that the review tutorial surpassed the control. The discussion addresses the role of user control. In addition, with the effectiveness of reviews apparently becoming better established, the need arises for measures that can reveal the effects of reviews on observational learning processes.

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“…But, does attention guidance improve learning outcomes in a systematic way? On the one hand, Boucheix and Lowe (2010) show that attention guidance helps learners to construct a mental model of causal chains in cued areas. Similarly, De Koning, Tabbers, Rikers, and Paas (2007) found that attention guidance improved retention and transfer performance.…”

Section: Attention Guidancementioning

confidence: 99%

How Design Science Research Helps Improve Learning Efficiency in Online Conversations

Eryilmaz¹,

Thoms²,

Canelón³

2018

CAIS

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Abstract:In this design science research paper, we report on our constructing and evaluating an attention-guidance system that we integrated into a computer-supported collaborative learning system. Drawing on social constructivist literature, our proposed design focuses on attracting, retaining, and, if necessary, reacquiring users' attention on task-relevant information in online collaborative literature processing. The investigation involved an experiment across two sections of students in a human-computer interaction course. Results show that the new design allowed users to consistently reflect and evaluate the content of a text as they capitalized on one another's reasoning to resolve misconceptions. Moreover, we found that the new system increased users' perceptions of learning. However, the difference in knowledge gain scores was marginally significant and represented a medium effect size. Interestingly, we found that the attention-guidance system supported more efficient learning. Finally, we discovered that task-oriented reading of text, revisions of incomplete or incorrect ideas, and perceptions of learning mediated the relationship between software system and learning efficiency. We discuss the theoretical and practical implications.

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An eye tracking comparison of external pointing cues and internal continuous cues in learning with complex animations

Cited by 222 publications

References 22 publications

Does animation enhance learning? A meta-analysis

Does animation enhance learning? A meta-analysis

Demonstration-based training (DBT) in the design of a video tutorial for software training

How Design Science Research Helps Improve Learning Efficiency in Online Conversations

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