Using eye‐tracking technology as an indirect instruction tool to improve text and picture processing and learning

Abstract

This study used an eye-movement modelling example (EMME) in the school context to corroborate and extend recent findings about the educational potential of eye-tracking technology for supporting strategic processing and learning from an illustrated text. Sixty-four seventh graders were randomly assigned to the modelling and non-modelling conditions to investigate whether (1) those with the opportunity to observe a model’s eye movements while reading an illustrated text, show greater integrative processing in their own reading and (2) they learn more deeply from text. Findings reveal that the students who observed the model’s visual behaviour showed greater integrative processing of text and picture. They made more transitions from one representation to the other and strategically spent longer re-inspecting the picture while re-reading the text and vice versa. These students also outperformed those in the non-modelling condition for deeper learning as revealed in the transfer of knowledge task. Moreover, students with lower reading comprehension skills benefitted more from observing the model’s gaze replay when considering both the acquisition and transfer of knowledge

Task Experience as a Boundary Condition for the Negative Effects of Irrelevant Information on Learning

“…Agostinho et al, 2013;Gordon et al, 2016;Roodenrys et al, 2012), and with research on training multimedia learning strategies (e.g. Bodemer et al, 2004;Mason et al, 2016;Stalbovs et al, 2015). These studies on strategy training, combined with those of the present study, show the importance of studying multimedia learning principles over time, as participants might be able to overcome suboptimal instructional design, with or without explicit instruction to do so.…”

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

“…Therefore, we showed that promoting several processes is helpful, and that not only young students, but also adults profit from the modelling examples, thereby extending the results from Mason et al . (, ). This is highly promising from a practical perspective, as EMME are short interventions that – once generated – can be applied in a variety of learning contexts.…”

“…Eye movement modelling examples to support multimedia learning Eye movement modelling examples consist of a video of a skilled person's eye movements which are recorded while he or she performs a task and which are superimposed onto the material (Mason et al, 2015(Mason et al, , 2016(Mason et al, , 2017Van Gog et al, 2009). The basic idea is that displaying an expert's eye movements offers perceptual guidance on how to process the stimuli.…”

“…This study aimed at supporting learners in choosing and regulating their cognitive processes by means of eye movement modelling examples (EMME; Mason, Pluchino, & Tornatora, 2015, 2016Mason, Scheiter, & Tornatora, 2017;Van Gog, Jarodzka, Scheiter, Gerjets, & Paas, 2009). In the context of multimedia learning, EMME consist of videos showing the gaze behaviour of a skilled learner carefully studying text and pictures.…”

Scanning and deep processing of information in hypertext: an eye tracking and cued retrospective think‐aloud study

“…One way to instruct students to navigate efficiently is by means of eye movement modeling examples, which display experts or successful students' gaze and verbalizations while performing a particular task on the computer. These videos have been successfully applied recently to different instructional settings to foster procedural learning such as medical diagnosis (Jarodzka et al, ), fish locomotion (Jarodzka, Van Gog, Dorr, Scheiter, & Gerjets, ) or strategic processes such as text–picture integration (Mason, Pluchino & Tornatora, , in press). The results from our study could be used to generate models of efficient strategies displaying students' gaze and verbalizations.…”