Split-attention effects in multimedia learning environments: eye-tracking and EEG analysis

Bayraktar, Duygu Mutlu; Özel, Pınar; Altındiş, Fatih; Yılmaz, Bülent

doi:10.1007/s11042-022-12296-2

Cited by 7 publications

(5 citation statements)

References 64 publications

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“…Eye-tracking metrics contribute to emotional design studies in terms of providing objective data beyond the data collected as self-reports with scales and tests. In some studies, a longer fixation showed that learners exert more mental effort (Kruger & Doherty, 2016), while in some studies they were interpreted as focusing more on the content (Mutlu-Bayraktar, 2019;Mutlu-Bayraktar et al, 2022). EEG, one of the neuroimaging techniques that are among objective measurements such as eye tracking technique, is also among the data collection tools (See Fig.…”

Section: Data Collection Toolsmentioning

confidence: 99%

A systematic review of emotional design research in multimedia learning

Mutlu-Bayraktar

2024

Educ Inf Technol

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This study provides a current systematic review of emotional design research in the multimedia learning domain and explores how emotional design is studied in multimedia learning. All studies on emotional design in multimedia learning published until 2023 were examined thoroughly. In this study, 51 journal articles were identified based on PRISMA guidelines and reviewed regarding emotional state parameters, emotional design techniques, emotional and other measurements, learning materials, research methodologies, and learning outcomes. The analysis provided several salient findings. Firstly, there has been growing interest in emotional design. Secondly, the impact of emotional design on learning outcomes, emotional states, motivation, and cognitive load was explored. Thirdly, most studies preferred subjective measurements or indirect objective measurements. Fourthly, there was a tendency to examine the effects of shape and color elements in the emotional design techniques. Lastly, the studies reported contradictory results on learning outcomes but agreed that emotional design had a positive impact on motivation and emotional state. This review highlights research gaps and provides recommendations for future studies in the field of emotional design in multimedia learning.

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Section: Data Collection Toolsmentioning

confidence: 99%

A systematic review of emotional design research in multimedia learning

Mutlu-Bayraktar

2024

Educ Inf Technol

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“…In state‐of‐the‐art studies, the multisensory approach has been used to assess mental workload, identify emotional states, and analyze the learning and information processing process. For instance, Campisi et al [ 12 ] investigated the mental workload of students while web browsing using augmented reality, Mutlu‐Bayraktar et al [ 13 ] examined the effects of split attention in multimedia learning environments using eye‐tracking and EEG sensors, Saffaryazdi et al [ 14 ] analyzed people's emotional state during stimuli exposure using GSR and PPG sensors, and Srivastava et al [ 15 ] investigated the process of information learning and visual attention using eye‐trackers.…”

Section: State‐of‐the‐art Wearable Devices For Mind‐wandering Detectionmentioning

confidence: 99%

Exploring the Elusive Mind: A Multimodal Wearable Sensor Solution for Measuring Mind Wandering in University Students

Khosravi,

Li,

Khan

et al. 2023

Advanced Sensor Research

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Mind‐wandering is a typical daily phenomenon during which attention shifts from external stimuli to internal trains of thought. It affect students' learning by impairing comprehension, diminishing academic achievement, impeding critical thinking, and encouraging a lack of attention and engagement in classroom activities. This study aims to introduce a new method of detecting and tracking mind wandering in university students. This approach involves using wearable sensors, including galvanic skin response (GSR), photoplethysmography (PPG), and eye‐trackers, along with machine learning techniques. The study provides a proof of concept for this multisensory approach. The association between longer fixation duration and mind wandering, and the influence of an instructor's presence on fixation allocation, and, consequently, the frequency and occurrence of mind wandering is investigated. Furthermore, the feasibility of using eye‐trackers in conjunction with GSR and PPG sensors for detecting mind wandering through a wearable multisensory data collection system is assessed. The wearable multisensory device is evaluated by ten participants (university students, males/females aged between 21‐30). Two distinct machine learning methods, support vector machine (SVM) and gated recurrent unit (GRU), are used as classification models. With sensor fusion, the SVM and GRU models yielded maximum accuracies of 86.53% and 89.86%, respectively. Moreover, participants are observed to fixate on instructors more often, just before instances of mind wandering.

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“…For example, the majority of works considered only one modality, i.e., in-person [12] or remote, and, in turn, with online interactive streaming or pre-recorded non-interactive courses [13][14][15][16]. On the other hand, these works usually focused on one specific cognitive and mental state, mainly attention and/or concentration [17][18][19], cognitive load or workload [20][21][22], engagement [23,24] or different affective states (frustration, meditation, etc.) [25][26][27].…”

Section: Introductionmentioning

confidence: 99%

Neurophysiological Evaluation of Students’ Experience during Remote and Face-to-Face Lessons: A Case Study at Driving School

Simonetti

Tamborra²,

Giorgi³

et al. 2023

Brain Sciences

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Nowadays, fostered by technological progress and contextual circumstances such as the economic crisis and pandemic restrictions, remote education is experiencing growing deployment. However, this growth has generated widespread doubts about the actual effectiveness of remote/online learning compared to face-to-face education. The present study was aimed at comparing face-to-face and remote education through a multimodal neurophysiological approach. It involved forty students at a driving school, in a real classroom, experiencing both modalities. Wearable devices to measure brain, ocular, heart and sweating activities were employed in order to analyse the students’ neurophysiological signals to obtain insights into the cognitive dimension. In particular, four parameters were considered: the Eye Blink Rate, the Heart Rate and its Variability and the Skin Conductance Level. In addition, the students filled out a questionnaire at the end to obtain an explicit measure of their learning performance. Data analysis showed higher cognitive activity, in terms of attention and mental engagement, in the in-presence setting compared to the remote modality. On the other hand, students in the remote class felt more stressed, particularly during the first part of the lesson. The analysis of questionnaires demonstrated worse performance for the remote group, thus suggesting a common “disengaging” behaviour when attending remote courses, thus undermining their effectiveness. In conclusion, neuroscientific tools could help to obtain insights into mental concerns, often “blind”, such as decreasing attention and increasing stress, as well as their dynamics during the lesson itself, thus allowing the definition of proper countermeasures to emerging issues when introducing new practices into daily life.

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Split-attention effects in multimedia learning environments: eye-tracking and EEG analysis

Cited by 7 publications

References 64 publications

A systematic review of emotional design research in multimedia learning

A systematic review of emotional design research in multimedia learning

Exploring the Elusive Mind: A Multimodal Wearable Sensor Solution for Measuring Mind Wandering in University Students

Neurophysiological Evaluation of Students’ Experience during Remote and Face-to-Face Lessons: A Case Study at Driving School

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