A systematic review ofeye‐tracking‐basedresearch on animated multimedia learning

Abstract

Background: The most challenging task in eye-tracking-based multimedia research is to establish a relationship between eye-tracking metrics (or cognitive processes) and learners' performance scores. Additionally, there are current debates about the effectiveness of animations (or simulations) in promoting learning in multimedia settings.Objectives: As a result, the current study aimed to review eye tracking-based research on learners' cognitive processes in the animated/simulated multimedia learning domain.Method: For this purpose, fifty-seven (57) studies were systematically determined based on PRISMA guidelines, and they were synthesized. Results and Conclusions:The notable findings are that (1) most of the reviewed studies have tried to relate eye-tracking measures to at least one cognitive process (e.g., selecting, organizing, and integrating) which are assumed to take place during multimedia learning; (2) eye-tracking measurements show whether design features of animation are successful in directing learners' attention; (3) the success of animation in attention-guiding to the relevant parts may not have a positive impact on learning because individual differences (e.g., prior knowledge, spatial ability, or working capacity) and animation content are the other factors that directly affect the effectiveness of animation over learning. Implications:The current study implies that (i) use of signaling cues in animated multimedia settings diminish visual search and promote higher learning scores, (ii) giving users control over animations causes negative outcomes (e.g., missing micro or macro events); (iii) research on animated multimedia learning should be replicated with the participant group from K-12, special education (e.g., autistic children), and elders.

Why multimedia might matter: The impact of animations and images on item performance and test‐taker behaviour

“…The item's interaction space represented the location where the item stem and test‐taker's subsequent responses were recorded. This AOI was constructed in line with the recommendations and considerations outlined in Carter and Luke (2020), Dalyrmple et al (2018), Hessels et al (2016) and, Orquin and Hölmqvist (2018).…”

“…Count scales represent the frequency of specific eye movements for example total fixation count. Each of these scales are thought to help researchers make more direct inferences about the cognitive activities (eg, selection, organisation, integration) of an individual (see Coskun & Cagiltay, 2022).…”

“…Two broad types of measurements are obtained using eye‐trackers: fixations and saccades. Just and Carpenter's (1980) eye‐mind hypothesis asserted that eye fixations, which describe the stable state of the eye at one point, provide a ‘clue about what information is paid attention to and how the learner is mentally challenged’ (Coskun & Cagiltay, 2022, p. 583). Saccade measurements represent the eye movement between fixations, which shows the change in the focus of visual attention.…”

“…Coskun and Cagiltay's (2022) review of 57 studies examining learners' cognitive process in the animated/simulated domain demonstrates the value of using eye‐movement data to examine the use and design of multimedia stimuli. This review highlights how eye‐tracking studies have shown that different features of animations (eg, use of signals, use of narration etc.)…”

Choosing optimal means of knowledge visualization based on eye tracking for online education

“…Many studies suggest that the eye-tracking method could track the cognitive process of learning (Deng & Gao, 2022 ; Lai et al, 2013 ; Luo, 2021 ). So this method could be used for learning in multimedia (Alemdag & Cagiltay, 2018 ; Coskun & Cagiltay, 2022 ). Eye tracking has been applied to visual multimedia materials within the field of multimedia education.…”