Eye tracking as a tool to study and enhance multimedia learning

Gog, Tamara van; Scheiter, Katharina

doi:10.1016/j.learninstruc.2009.02.009

Cited by 322 publications

(106 citation statements)

References 35 publications

(36 reference statements)

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“…In recent years, several studies began to carry out empirical research with the use of eye tracking technologies in the classroom (Liu, 2014;van Gog & Scheiter, 2010) as well as electroencephalography detection tools (Li et al, 2010) in the laboratory to measure and analyze students' attention. Studies on concentration during multimedia learning have also been conducted, and these studies involved splitattention (Mayer & Moreno, 1998), split visual attention (Schmidt-Weigand, Kohnert, & Glowalla, 2010), and attention-guiding means (Jamet, Gavota, & Quaireau, 2008).…”

Section: Introductionmentioning

confidence: 99%

Effects of the Visual/Verbal Learning Style on Concentration and Achievement in Mobile Learning

Yang

2018

EURASIA J MATH SCI T

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This study investigated the relationship between the style, concentration, and achievement of students in terms of visual/verbal learning when learning conceptual knowledge with the use of mobile phones in the classroom. A total of 93 Chinese college students who majored in education participated in this study. Two major results were identified by combining the methods of correlation analysis and ANOVA (oneway, two-way): A significant correlation was found to exist between concentration and the delayed post-test. Moreover, a significant interaction effects on learning achievement was found in visual/verbal learning style and concentration. The implications, limitations, and future research plans were presented.

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Section: Introductionmentioning

confidence: 99%

Effects of the Visual/Verbal Learning Style on Concentration and Achievement in Mobile Learning

Yang

2018

EURASIA J MATH SCI T

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“…High prior knowledge students pay more attention to and are faster in conducting messages compared with low prior knowledge students (Liu & Hou, 2011;van Gog & Scheiter, 2010). In addition, low prior knowledge students transition more frequently between macroscopic and molecular representations, suggesting that these students experience more difficulty as they coordinate representations.…”

Section: The Relationship Between Prior Knowledge and Science Learningmentioning

confidence: 99%

“…Based on the results, one possible explanation for these findings is that the learning effect differences were caused by the RGTL approach for both the high and low prior knowledge students. The low prior knowledge students were more easily distracted and slower in getting through tasks compared with the high prior knowledge students (Liu & Hou, 2011;van Gog & Scheiter, 2010). Thus, the RGTL approach is an appropriate learning strategy to help low prior knowledge students reduce their cognitive load in science learning processes.…”

Section: Low Prior Knowledge Students Achieved Significantly Better Lmentioning

confidence: 99%

A Five-Stage Prediction-Observation-Explanation Inquiry-Based Learning Model to Improve Students’ Learning Performance in Science Courses

Hsiao

Chen

Hong

et al. 2017

EURASIA J MATH SCI T

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A five-stage prediction-observation-explanation inquiry-based learning (FPOEIL) model was developed to improve students' scientific learning performance. In order to intensify the science learning effect, the repertory grid technology-assisted learning (RGTL) approach and the collaborative learning (CL) approach were utilized. A quasi-experimental design study was conducted to examine whether the students who used the FPOEIL model only had better learning performances than those who used FPOEIL with RGTL or CL. This study adopted purposive sampling, selecting 123 fourth grade students. The experimental process was conducted during five weeks. It was found that the FPOEIL model improved the students' learning performance. Moreover, the low prior knowledge students who learned science using FPOEIL with RGTL or CL had better learning performances than those who learned using the FPOEIL model only, and the effectiveness showed no significant differences between the low prior knowledge students and the high prior knowledge students. Using the FPOEIL model, the positive effects were intensified in the continuous inquiry-based learning activities and feedback-correction process for the students learning science. The RGTL approach helped the students find, remember, and comprehend scientific knowledge. In the CL process, the students spent more time discussing how to integrate clues to answer the science question.

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“…The testing-effect and restudy behavior 9 fixated under the screen of the stimulus PC, located in a recording room at the university and enabled the investigation of reading behavior and attention allocation on a very detailed level (Van Gog & Scheiter, 2010).…”

Section: Apparatus and Materialsmentioning

confidence: 99%

Answering questions after initial study guides attention during restudy

et al. 2014

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The testing-effect and restudy behavior 3 Though the testing-effect can be boosted by including a restudy phase after answering test questions, we do not know precisely why it does so. One possible explanation is being tested here. The present study measured attention allocation during initial reading and rereading with a remote eye tracker to gain information on the cognitive processes during restudy, with and without prior testing. The results show that at the final study moment, students in the study-test-condition attended longer to information pertaining to the initial test questions as compared to students in the study-only condition (i.e., who did not take the test). No differences in attention allocation were found for information only questioned on a posttest one week later. In addition, it was found that performance on the initial test questions heavily affected which information students restudy; students in the study-test-condition paid namely more attention to the answers of questions they answered incorrectly during the initial test than to the answers of the questions they answered correctly on the initial test.

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Eye tracking as a tool to study and enhance multimedia learning

Cited by 322 publications

References 35 publications

Effects of the Visual/Verbal Learning Style on Concentration and Achievement in Mobile Learning

Effects of the Visual/Verbal Learning Style on Concentration and Achievement in Mobile Learning

A Five-Stage Prediction-Observation-Explanation Inquiry-Based Learning Model to Improve Students’ Learning Performance in Science Courses

Answering questions after initial study guides attention during restudy

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