Do prior knowledge, model-observer similarity and social comparison influence the effectiveness of eye movement modeling examples for supporting multimedia learning?

Abstract

We investigated in an experiment with 180 university students the joint role of prior knowledge, alleged model competence, and social comparison orientation regarding the effectiveness of Eye Movement Modeling Examples (EMME) for supporting multimedia learning. EMME consisted of short videos with gaze replays of an instructed model demonstrating effective multimedia processing strategies. Participants were either instructed that the model in the EMME-videos was a successful learner (competent model) or another participant (peer model). Participants in a control condition received no EMME. Furthermore, we activated domain-relevant prior knowledge in half of the participants before watching the EMME. Against our expectations, we found no influence of either prior knowledge activation or model-observer similarity. As expected, our results indicated that EMME fostered multimedia learning. This was also supported by findings from small-scale meta-analyses that were conducted with the focus on the effect of EMME for multimedia learning and potential moderators of the effect. Moreover, results showed first evidence that social comparison orientation interacts with (alleged) model competence regarding the effectiveness of EMME. Further research is needed to follow up on the influence of individual factors as well as social cues on the effectiveness of EMME.

Visualizing a Task Performer’s Gaze to Foster Observers’ Performance and Learning—a Systematic Literature Review on Eye Movement Modeling Examples

“…Other studies did not find this effect (Chisari et al, 2020;Krebs et al, 2021;Wang et al, 2020), or even more beneficial effects for observers with higher prior knowledge (Gegenfurtner et al, 2017;. Indeed, the moderating effects of prior knowledge on the effectiveness on EMME failed to reach statistical significance in the meta-analyses of Xie et al (2021) and Krebs et al (2021). In agreement with Krebs et al (2021), we assume that this inconsistency might be caused by different definitions of prior knowledge and further research is necessary to investigate which learners benefit most from EMME.…”

“…Different variables may affect the effectiveness of EMME for observers' performance or learning (i.e., participant characteristics, task types, and EMME displays), which we took into account in this systematic review. First of all, and in line with Xie et al (2021) and Krebs et al (2021), we expect to find that the effects of EMME are different depending on observers' prior knowledge. Furthermore, the task type might play a role.…”

“…Krebs et al (2019), Litchfield et al (2010), andVan Marlen et al (2018) found evidence that EMMEs are more beneficial to foster learning for observers with low prior knowledge than high prior knowledge. Other studies did not find this effect (Chisari et al, 2020;Krebs et al, 2021;Wang et al, 2020), or even more beneficial effects for observers with higher prior knowledge (Gegenfurtner et al, 2017;. Indeed, the moderating effects of prior knowledge on the effectiveness on EMME failed to reach statistical significance in the meta-analyses of Xie et al (2021) and Krebs et al (2021).…”

“…Including a visualization of the task performer's eye movements (hereafter referred to as "gaze visualization") in an instructional video (i.e., an EMME) has been found to foster observers' performance (e.g., score) on the task in the presence of the gaze visualization (e.g., Gegenfurtner et al, 2017;Litchfield et al, 2010;Nalanagula et al, 2006), and learning (i.e., later performance of that same or an isomorphic task, in the absence of the instructional video either immediately after studying the EMME or after a delay; e.g., Bednarik et al, 2018;Jarodzka et al, 2013;Krebs et al, 2021;Mason et al, 2015). Chisari et al (2020).…”

“…In the following sections, we introduce dimensions in which EMME studies are expected to vary: the rationales for using EMME, study characteristics, and outcome variables, before introducing our research questions. Krebs et al, (2019Krebs et al, ( , 2021 claimed that there are three mechanisms that underlie the effectiveness of EMME to foster observers' learning or performance: guiding attention, illustrating advanced perceptual strategies, and inducing a stronger social learning situation (Krebs et al, 2019(Krebs et al, , 2021. In this systematic literature review, we first identify which of these mechanisms that could underlie the effectiveness of EMME were used as rationales in EMME studies of different domains.…”