The impact of multimedia effect on science learning: Evidence from eye movements

She, Hsiao-Ching; Chen, Yi-Zen

doi:10.1016/j.compedu.2009.06.012

Cited by 108 publications

(68 citation statements)

References 46 publications

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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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Section: Eye Tracking In Child and Teenager Researchmentioning

confidence: 99%

Untitled

2018

Neuroed.

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“…과학학습과 관련된 동기체계는 과학성취도 와 정적인 상관관계가 있으며 (Nam et al, 2011), 자 기 효능감 및 과학 흥미도 (Yang et al, 2013b)와도 정적인 상관관계가 있다고 증명되 었다. 아울러 과학학습과 관련된 동기체계는 학생 들의 과학학습 상황에서 다양한 행동 특성으로 발 현되고 있음을 실증적인 연구 (Lim et al, 2012;Yang et al, 2014) (Kim et al, 2012;Yang et al, 2013a;Lim et al, 2013;Choi & Shin, 2012;She & Chen, 2009;van Gog & Scheiter, 2010).…”

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Investigation of Eye-Tracking on Learning Task Perceiving Process of Elementary Students with Different Motivation System on Science Learning

Ilho¹,

Lim²,

Kim³

2015

Elementary Science Education

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This study is to investigate how do elementary students' eye movements appear in cognitive process that they perceive science learning materials depending on motivation system of science learning. For this study we had a random sampling of 301, 6th grade students. And we had selected 32 students through the three tests for the final; motivation system test of science learning, a learning styles test, an Edinburgh inventory for handedness test. We were analysis the cognitive process during learning tasks for the selected student using eye-tracking equipment. The results of the research are as follows: First, when students see a science learning material, we found out that SL-BAS group that has tendency searched various areas than SL-BIS group in learning task. Second, results confirmed through the data of integrational count that students looked alternately texts, images and graphs in the learning material, SL-BIS group were more than SL-BAS group on integrated count, but they had a simple and insignificant eye movement. Especially SL-BAS students showed that integrated eye movement between texts, images and graphs in the learning material, and they explored important areas of the graph compared with SL-BIS group that there was no eye movement in graph. These results may be utilized as a useful resource for designing students' learning.

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“…However, these methods have limitations in terms of indirectly measuring students' concept construction processes. Therefore, it is necessary to use an objective approach that can reveal the visual perception processing that is involved in the concept construction process [4]. An eye tracker can be used for this purpose.…”

Section: Introductionmentioning

confidence: 99%

Difference in Elementary School Students’ Eye Movement according to the Process of Descriptive Concept Formation

Kim¹,

Shin²,

Ilho³

2017

AJEMR

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Retrospective verbal protocol (RVP) is also collected in unstructured interview form. After setting the examples, counterexamples, and options presented in the task as the area of interest (AOI), we extract the visit duration and visit count as eye movement data. A heatmap and gaze plot were also analyzed. Differences are observed between the two groups based on the heatmap, visit duration, and visit count. This means that the selective attention and efficient visual search processes differ depending on the concept construction.In addition, we confirm differences in the reasoning method and attribute-finding strategy, which occur in the descriptive concept construction process.

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The impact of multimedia effect on science learning: Evidence from eye movements

Cited by 108 publications

References 46 publications

Untitled

Untitled

Investigation of Eye-Tracking on Learning Task Perceiving Process of Elementary Students with Different Motivation System on Science Learning

Difference in Elementary School Students’ Eye Movement according to the Process of Descriptive Concept Formation

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