An eye-tracking study of how color coding affects multimedia learning

Ozcelik, Erol; Karakuş, Türkan; Kurşun, Engin; Çağıltay, Kürşat

doi:10.1016/j.compedu.2009.03.002

Cited by 183 publications

(122 citation statements)

References 35 publications

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“…Learners often experience difficulty selecting the relevant portions of diagrammatic representations that correspond to segments of symbolic representations (e.g., text, equations) and manipulations that provide assistance in locating corresponding elements can lead to more effective use of attention and increased learning outcomes [27]. With the integrated format, learners did not need to map the engineering symbols (e.g., or ) and their characterizing equations with the corresponding diagram elements; the close proximity of equations to the diagram elements provided this mapping.…”

Section: A Cumulative Integrated Equations Versus Nonintegrated Equamentioning

confidence: 99%

“…The research on mitigating the split-attention effect can be categorized into instructional designs that integrate multiple representations so as to avoid splitting information into separate sources [16], [24], [25], and designs that facilitate the processing of multiple representation, e.g., through color-coding corresponding elements [26], [27], attention guidance [28], or connecting lines or hyperlinks [29]. This study focuses on integrated instructional designs-specifically, the integration of equations into electrical circuit diagrams.…”

Section: Overview Of Split Attention Effectmentioning

confidence: 99%

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Technological Literacy Learning With Cumulative and Stepwise Integration of Equations Into Electrical Circuit Diagrams

et al. 2012

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Abstract-Technological literacy education involves the teaching of basic engineering principles and problem solving, including elementary electrical circuit analysis, to non-engineering students. Learning materials on circuit analysis typically rely on equations and schematic diagrams, which are often unfamiliar to non-engineering students. The goal of this experimental study was to investigate the effects of the integration of equations into circuit diagrams on the learning of non-engineering undergraduate students. This experimental study compared three integration designs. In the cumulative integrated design, as each practice problem solution progressed, the equations were cumulatively integrated into the circuit diagram. In the stepwise integrated design, only those equations relevant to the present step of the problem were integrated into the circuit diagram; previously displayed equations were moved to an adjacent frame and recorded there. The nonintegrated design recorded all equations in the adjacent frame throughout each of the problems. Student learning was measured with a problem-solving near-transfer and far-transfer post-test. Students rated the helpfulness of the diagrams and difficulty of the instructional program. Results indicated that participants in the cumulative integrated condition scored significantly higher on the near-transfer post-test and marginally significantly higher on the far-transfer post-test compared to the stepwise and nonintegrated conditions. Findings indicate that circuit analysis instruction for non-engineering students should integrate equations into circuit diagrams in a cumulative fashion so as to avoid the split-attention effect for both the previously displayed equations as well as the equations for the present problem step.

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Section: A Cumulative Integrated Equations Versus Nonintegrated Equamentioning

confidence: 99%

Section: Overview Of Split Attention Effectmentioning

confidence: 99%

Technological Literacy Learning With Cumulative and Stepwise Integration of Equations Into Electrical Circuit Diagrams

et al. 2012

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“…Es muy recomendable el uso de colores primarios y cálidos cuando se elaboran materiales que van dirigido a niños (Romero, 2003). Podemos encontrar algunas experiencias (con individuos adultos) que utilizan técnicas similares para analizar los efectos del color ante la observación de textos y/o ilustraciones (McMurray & Aslin, 2004) (García-Hernández, 2008 (Ozcelik, Karakus, Kursun, & Cagiltay, 2009) (Boucheix & Lowe, 2010) (Boucheix, Lowe, Putri, & Groff, 2013).…”

Section: Utilización Del Color En Presentaciones Multimediaunclassified

“…En la misma línea que esta investigación, se ha estudiado la codificación por colores para promover un aprendizaje más efectivo, esperando que los participantes encontraran elementos asociados entre el texto y la ilustración en un formato de color, en contraposición a un formato convencional (Ozcelik et al, 2009). …”

Section: Utilización Del Color En Presentaciones Multimediaunclassified

Evaluación del color en materiales multimedia. Una experiencia con eye tracking.

Martínez¹,

Molina

Alcocer

2015

Edutec-e

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RESUMENA lo largo de las dos últimas décadas se ha producido en el ámbito educativo un importante desarrollo tecnológico, generalizándose el uso de materiales multimedia en el proceso de enseñanza y aprendizaje. El objetivo de este artículo es mostrar el uso de una técnica de evaluación de materiales educativos novedosa: la técnica de eye tracking. Para mostrar un caso de aplicación de esta técnica de evaluación se realizó una experiencia en la cual fue incluido un dispositivo de seguimiento de la mirada en el proceso de recogida de datos. En el experimento se mostró una presentación con información en blanco y negro, frente a otra en la que se hace uso del color. Una vez analizados los datos concluimos que se realiza un aprendizaje más eficiente cuando señalamos algunas áreas de interés con colorido que permiten resaltar aquellas zonas en las que queremos que los niños centren su atención. Frente a otros estudios que pueden llegar a esta misma conclusión, el empleo de técnicas de seguimiento ocular proporciona una forma de validar de forma objetiva, cuantitativa y fisiológica dicho resultado.

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“…For example, it provides information about which parts of the material are attended to and the length of their processing (She & Chen, 2009;Yen & Yang, 2015). Computer game learning experience (Alka & Cagiltay, 2007) and color coding effects on retention and learning performance have also been studied using eye tracking devices (Ozcelik, 2009). …”

Section: Eye Tracking In Child and Teenager Researchmentioning

confidence: 99%

Untitled

2018

Neuroed.

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Les chercheurs en neuroéducation, grâce à leur utilisation de l'imagerie cérébrale, de l'électroencéphalographie, de l'oculométrie et de la pupillométrie, entre autres méthodes, colligent des données psychophysiologiques en temps réel ou très près du temps réel, pour mieux comprendre des phénomènes liés à l'enseignement et à l'apprentissage. Leurs travaux et méthodologies pourraient répondre à un besoin en recherche transdisciplinaire puisque plusieurs chercheurs, en sciences de l'éducation et en psychologie cognitive entre autres, en appellent depuis quelques années déjà au développement et à l'application de telles méthodes de collecte de données en temps réel (p. ex. Boekaerts, 2017; Campbell, 2011, Campbell et Pagé, 2012 Gerjets, 2017; Mercier et Charland, 2013; Timms, DeVelle et Lay, 2016) (Lee et al., 2006), à la pensée réflexive des apprenants pendant un apprentissage (Durall et al., 2017), ou encore à la variation de l'état cognitif et de la charge cognitive en contextes d'apprentissage (p. ex. Liu et al., 2017; Mills et al., 2017). De nombreux exemples d'application de ces méthodes en éducation existent et, plus récemment, les contextes d'elearning, d'hypermédia et de technopédagogie semblent particulièrement fertiles (Chen, 2017; Chen et Wang, 2017; Chen et Wu, 2015; Conrad et Bliemel, 2017; Wu, Tzeng et Huang, 2014), et cela se reflète sur le présent numéro. Cependant, l'utilisation de données psychophysiologiques en temps réel dans le champ de la neuroéducation est encore en développement et les travaux en ce sens, à mesure qu'ils émergent, ont intérêt à être connus et diffusés dans des revues et communautés scientifiques transdisciplinaires. Ce tout premier numéro thématique de la revue Neuroéducation vise donc à en regrouper quelques-uns et met de l'avant par le fait même deux défis interreliés, propres à ce jeune champ de recherche : (1) l'importance de la validité des données colligées en temps réel pour leur interprétation, et (2) le souci de se rapprocher tant que possible de contextes ou d'environnements éducatifs authentiques (p. ex. Mercier et al., 2012). Ces deux enjeux semblent s'inter-influencer dans la mesure où les efforts visant l'atteinte de l'un peuvent nuire à l'atteinte de l'autre, et vice-versa. , 2017). There are many application examples of these methods in education and, more recently, they seem to abound in the contexts of e-learning, hypermedia, and technology-enhanced learning (Chen, 2017; Chen & Wang, 2017; Chen & Wu, 2015; Conrad & Bliemel, 2017; Wu, Tzeng, & Huang, 2014), and this is reflected in this issue.To find out more about the different types of applications of psychophysiological data in education, the reader is invited to consult Antonenko, van Gog, & Paas' (2014) article, Goswami's chapter (2010), and the book directed by Masson & Borst (2017).However, the use of psychophysiological data in real time in the field of neuroeducation is still in development and the studies in this direction, as they emerge, would gain to be known and disseminated in tr...

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An eye-tracking study of how color coding affects multimedia learning

Cited by 183 publications

References 35 publications

Technological Literacy Learning With Cumulative and Stepwise Integration of Equations Into Electrical Circuit Diagrams

Technological Literacy Learning With Cumulative and Stepwise Integration of Equations Into Electrical Circuit Diagrams

Evaluación del color en materiales multimedia. Una experiencia con eye tracking.

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