Signals foster multimedia learning by supporting integration of highlighted text and diagram elements

Self‐regulated learning from illustrated text: Eye movement modelling to support use and regulation of cognitive processes during learning from multimedia

“…Watching EMME should affect learners’ visual processing in that there should be longer overall text and picture fixation times and more transitions between text and pictures in the experimental than in the control group (Hypothesis 1); especially, longer picture fixation times and more transitions are seen as a more effective way of processing the materials, since previous research has shown that both indicators are related to better learning (cf. Hegarty & Just, ; Mason et al ., ; Scheiter & Eitel, ). As a consequence, we expected EMME to improve learning outcomes (Hypothesis 2).…”

“…However, its benefits depend on how learners process the materials (Kombartzky, Ploetzner, Schlag, & Metz, ). Eye tracking studies suggest that – without instructional guidance – learners often process multimedia instruction insufficiently (Hannus & Hyönä, ; Scheiter & Eitel, ). That is, they apply ineffective learning strategies, which can be interpreted as a failure to adequately self‐regulate learning (Kombartzky et al ., ; Stalbovs, Scheiter, & Gerjets, ).…”

“…First, supporting learners in performing these cognitive processes helps multimedia learning, which in turn gives rise to the assumption that learners are less likely to perform them spontaneously (e.g., Johnson & Mayer, 2012;Kombartzky et al, 2010;Stalbovs et al, 2015). Second, eye tracking research has found that many learners tend to mainly focus on the text, thereby neglecting information from the picture and failing to integrate text and picture (Hannus & Hy€ on€ a, 1999;Hegarty & Just, 1993;Scheiter & Eitel, 2015).…”

Multimedia Instruction Presented by Integrated Context to Enhance Understanding of Compass-and-Straightedge Construction

“…They showed that visual cues involving changes in the color of items when mentioned led to improvements in retention tasks but not in the transfer tasks. Scheiter and Eitel (2015) found that students who were given instructional messages by highlighting text-diagram correspondences had better text-diagram integration performance than those who were not. Similarly, no significant benefits were observed in transfer performance.…”

The applicability of eye‐controlled highlighting to the field of visual searching

“…When users attend to a computer screen, the contents (e.g., texts, images, and icons) within the looked‐at region would be enlarged. By contrast, the traditional highlighting display is static in nature: the saliency of one or more items has already been enhanced regardless of observers’ look (Fisher & Tan, 1989; Li, Tseng, & Chen, 2016; Scheiter & Eitel, 2015). …”