Regulating distance to the screen while engaging in difficult tasks

Zhao, Fang; Gaschler, Robert; Schnotz, Wolfgang; Wagner, Inga

doi:10.14786/flr.v8i6.663

Cited by 4 publications

(2 citation statements)

References 65 publications

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“…By analyzed eye movements, educators can better understand how students interact with the platform, leading to improvements in design and instructional strategies (Erdogan et al 2023). Zhao et al (2014) investigated differences in reading strategies using eye-tracking. They focused on the quantitative analysis of fixations, the number of visits to individual AOIs, time to first fixation, and transitions between images and text.…”

Section: Discussionmentioning

confidence: 99%

Evaluating computer science students reading comprehension of educational multimedia-enhanced text using scalable eye-tracking methodology

Turčáni,

Balogh,

Kohútek

2024

Smart Learn. Environ.

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In this research, a mixed-method approach was employed to conduct large-scale eye-tracking measurements, traditionally associated with high costs and extensive time commitments. Utilizing consumer-grade webcams in conjunction with open-source software, data was collected from an expansive cohort of students, thereby demonstrating the scalability and cost-effectiveness of this innovative methodology. The primary objective of this research was to discern the disparities in reading behaviour when students were presented with standard text accompanied by illustrations, compared to the same text with highlighted key terms. The participants, comprised of first-year university students, completed a questionnaire and an introductory test to ascertain their knowledge level. Subsequently, they were segregated into two groups and participated in two reading sessions, during which their ocular movements were recorded. The amassed data underwent both qualitative analyses, facilitated by visualizations, and quantitative analysis, employing statistical measures on the data and test results. Notably, no significant difference was observed in the gaze patterns or test results between the experimental and control groups. However, a significant divergence in gaze patterns was identified between high-achieving students and those experiencing difficulties, as evidenced by the averaged composite heatmaps generated from the data. The findings underscore two pivotal points. Firstly, the feasibility of conducting large-scale eye-tracking experiments is demonstrated. Traditional studies in this field often employ small population samples due to the time and financial constraints associated with methods that utilize specialized eye-tracking hardware. In contrast, our methodology is scalable, relying on low-end hardware and enabling students to record data on their personal devices. Secondly, while eye-tracking may not provide substantial benefits for fine-tuning text already optimized for readability, it could serve as a valuable tool for identifying and assisting learners who are struggling. This mixed-method approach holds significant potential to revolutionize the conduct and interpretation of eye-tracking studies within educational settings.

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Section: Discussionmentioning

confidence: 99%

Evaluating computer science students reading comprehension of educational multimedia-enhanced text using scalable eye-tracking methodology

Turčáni,

Balogh,

Kohútek

2024

Smart Learn. Environ.

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“…For instance, in previous research, the group who was shown animated images received a higher amount of information and spent more time on a task than the group who was shown static pictures [56]. There is also evidence from eye‐movement patterns showing that participants spent much more time working on tasks with difficult questions than with easy questions [57]. Participants spent much more time‐solving tasks when they encountered difficulties (incorrect answers) compared with when they did not (correct answers) [58].…”

Section: General Methodsmentioning

confidence: 99%

Learning statistics with interactive pictures using R Shiny: Generally preferred, but not generally advantageous

Zhao

Schützler

Christ

et al. 2022

Teaching Statistics

Self Cite

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Constructing interactive web apps has become more accessible for instructors, for example, by using the R package Shiny. Here we explored learners' preferences and the efficiency of interactive simulations versus static pictures in acquiring statistics knowledge of Cohen's d and standard normal distribution.Results revealed that students' spontaneous interaction with pictures was infrequent (pilot study, N = 26). While prompts (Exp. 1, N = 152) effectively ensured the manipulation of simulations, student exposure to interactive simulations led to longer learning times though similar test performance compared with student exposure to static pictures. Multiple interactive representations led to lower test performance than single interactive and static representations (Exp. 2, N = 117). Though no advantage was gained regarding learning outcomes, participants preferred the interactive variant (Exp. 3, N = 119). Taken together, this study demonstrates that the superiority of interactive pictures cannot be assumed to hold in general. Further work should evaluate how mental model construction can be effectively scaffolded by interactive simulations.

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Lower grade students tend to give up early in multimedia learning

et al. 2022

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This study examined the relationship between grade and the ability of text-picture integration in terms of task completion and the pattern of using textual and pictorial information. Children (N = 144) from secondary schools were recruited from grade 5 and grade 8. Analyzing the time spent with the multimedia unit prior to an incorrect response, this study suggests that 5th graders tend to give up relatively early compared to 8th graders. Furthermore, early incorrect responses were more prevalent among students of the non-academic track and were predicted by a low proportion of fixations on the text in mental model construction and on the picture in adaptive mental model specification. An inappropriate approach of integrating text and picture can thus be the reason for giving up early. The work provides a basis for (1) automated feedback during the course of working on a multimedia unit. (2) Instructional design should be adapted to the characteristics of student groups to support text-picture integration and to avoid giving up early.

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Regulating distance to the screen while engaging in difficult tasks

Cited by 4 publications

References 65 publications

Evaluating computer science students reading comprehension of educational multimedia-enhanced text using scalable eye-tracking methodology

Evaluating computer science students reading comprehension of educational multimedia-enhanced text using scalable eye-tracking methodology

Learning statistics with interactive pictures using R Shiny: Generally preferred, but not generally advantageous

Lower grade students tend to give up early in multimedia learning

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