Use of Eye-Tracking Technology to Investigate Cognitive Load Theory

Zu, Tianlong; Hutson, John; Loschky, Lester C.; Rebello, N. Sanjay

doi:10.1119/perc.2017.pr.113

Cited by 20 publications

(22 citation statements)

References 7 publications

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“…We found that dwell time was sensitive to extraneous load that corroborates the results from Zu et al [29]. However, Zu et al reported significant sensitivity of the mean fixation duration to extraneous load that was not found in our study.…”

Section: Diagramsupporting

confidence: 92%

“…However, tasks in PER studies are complex and different from the typical visual search or memory tasks, and the advantages and disadvantages of different eye-tracking measures in PER tasks should be explored. A recent PER study used eye tracking to investigate the effect of intrinsic, extraneous, and germane cognitive load on different eye-tracking measures during multimedia lessons [29]. The results provided insight into the complex interrelations among different eye-tracking measures.…”

mentioning

confidence: 99%

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Role of diagrams in problem solving: An evaluation of eye-tracking parameters as a measure of visual attention

Sušac

Bubić

Planinić

et al. 2019

Phys. Rev. Phys. Educ. Res.

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Section: Diagramsupporting

confidence: 92%

mentioning

confidence: 99%

Role of diagrams in problem solving: An evaluation of eye-tracking parameters as a measure of visual attention

Sušac

Bubić

Planinić

et al. 2019

Phys. Rev. Phys. Educ. Res.

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“…This suggests that as a college population becomes more familiarly and comfortable using VR, the results of this study may change. Future research should measure students' cognitive load during the activity explicitly, such as through eye-tracking [81], self-report surveys [28,[81][82][83][84], physiological indicators [28,84], or electroencephalography [85]. We note, however, that many of the common methods have several limitations [86], such as that different methods may or may not be able to distinguish different types of cognitive load [28,83,86,87].…”

Section: Limitationsmentioning

confidence: 99%

Ready student one: Exploring the predictors of student learning in virtual reality

et al. 2020

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Immersive virtual reality (VR) has enormous potential for education, but classroom resources are limited. Thus, it is important to identify whether and when VR provides sufficient advantages over other modes of learning to justify its deployment. In a between-subjects experiment, we compared three methods of teaching Moon phases (a hands-on activity, VR, and a desktop simulation) and measured student improvement on existing learning and attitudinal measures. While a substantial majority of students preferred the VR experience, we found no significant differences in learning between conditions. However, we found differences between conditions based on gender, which was highly correlated with experience with video games. These differences may indicate certain groups have an advantage in the VR setting. are many potential explanations for these differences [14], two relate to how learners and technology interact through issues of embodiment and real-world complexities. This study aimed to test the impact of these variables by directly comparing student learning and attitudes from three different instructional technologies (a hands-on activity, desktop simulation, and virtual reality simulation), while taking advantage of their respective affordances along the dimensions of embodiment and real-world complexity. EmbodimentTheories of learning argue that cognition is inherently embodied: "the mind must be understood in the context of its relationship to a physical body that interacts with the world." [15, p.625]. Research has found that learning benefits from activities that explicitly attend to embodied cognition [16][17][18]. There are several ways in which embodiment is argued to support learning, generally tied to a hypothesis whereby activities help move cognition from abstract to concrete representations of a phenomenon [16].Two such notions of embodied cognition focus on how learners off-load cognitive work on to the environment and how off-line cognition is body-based [15,19]. These notions suggest physical aspects of cognition, whereby learning is supported through engaging perceptuo-motor systems [20]. Indeed, nearly all science education advocates for the use of interactive hands-on activities [21]. Through hands-on activities and demonstrations, learners connect abstract concepts to their physical environment. For example, researchers in physics education have developed embodied activities for teaching concepts of energy conservation [22]. In these activities, learners assign units of energy to physical objects (either cubes or people) [23], and then manipulate those objects to represent processes of energy transfer and dynamics. Through these concrete representations of an otherwise abstract phenomenon, learners develop their conceptual and mechanistic understandings of the phenomenon [22]. By manipulating physical objects, students can see deep features of the phenomena, allowing them to effectively integrate the features into their mental models of the phenomena [20,24].Two other notions of embodied cogn...

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“…Most participants (9 of 13) created the following three groups of statements in Table 1: Group A (1, 4, 7), Group B (2,5,8) and Group C (3,6). These three groups corresponded to intrinsic load, extraneous load, and germane load respectively.…”

Section: Resultsmentioning

confidence: 99%

“…These however can be time intensive and obtrusive to the participant. Non-intrusive methods such as eye tracking have been used to measure the three types of cognitive load [5]. The subjective cognitive load rating questionnaire [7] has been a cornerstone in subjective approaches to measuring cognitive load.…”

Section: Background and Significancementioning

confidence: 99%

Validating a survey for self-reporting cognitive load

Munsell¹,

Zu²,

Rebello³

2019

2018 Physics Education Research Conference Proceedings

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Cognitive load theory (CLT) describes the usage of working memory resources during problem solving. CLT is a tripartite scheme that serves as a theoretical framework to motivate the design of instructional materials. Intrinsic load is directly related to learning objectives, while extraneous load refers to the resources wasted by attending to irrelevant information, and germane load is affiliated with generative processing. A semistructured interview was conducted with N=13 participants to validate a cognitive load survey that was provided to students upon completion of a physics exam to determine the subjective cognitive load that students experienced while solving the exam questions. The survey consists of eight statements designed to delineate the different types of load. Interview participants were asked to group statements into any of three piles based on thematic similarity, and answer questions that probed their understanding of the statements. Participants overall grouped survey items as per the triarchic model proposed by CLT, thus validating the survey.

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Use of Eye-Tracking Technology to Investigate Cognitive Load Theory

Cited by 20 publications

References 7 publications

Role of diagrams in problem solving: An evaluation of eye-tracking parameters as a measure of visual attention

Role of diagrams in problem solving: An evaluation of eye-tracking parameters as a measure of visual attention

Ready student one: Exploring the predictors of student learning in virtual reality

Validating a survey for self-reporting cognitive load

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