Why does signaling enhance multimedia learning? Evidence from eye movements

Ozcelik, Erol; Arslan-Ari, Ismahan; Çağıltay, Kürşat

doi:10.1016/j.chb.2009.09.001

Cited by 221 publications

(176 citation statements)

References 46 publications

Supporting

Mentioning

141

Contrasting

Unclassified

Order By: Relevance

“…Another research result demonstrated a similar relationship between signaling effect and attention but inconsistent link between eye fixations and learning outcomes [4]. Also, Ozcelik, Arslan-Ari and Cagiltay (2010) [11] revealed that signaled group's performance is better than nonsignaled group's on transfer and matching test and similarly signaling guide attention. Differently, some researchers tested the effect of prior knowledge in multimedia learning.…”

Section: Introductionmentioning

confidence: 91%

An Eye-Tracking Analysis of Spatial Contiguity Effect in Educational Animations

Altan

Çağıltay

2015

Lecture Notes in Computer Science

Self Cite

View full text Add to dashboard Cite

Abstract. The purpose of this study is to examine spatial contiguity effect on multimedia learning with an instructional animation using eye-tracking. The research method was experimental method and the study was conducted with a user group consisting of 12 participants (6 female and 6 male). The data collection tools were a demographic survey, a prior knowledge test, a retention test and an eye-tracker. The collected data were analyzed using descriptive statistics and non-parametric statistics including Mann-Whitney U Test. According to the results there were no statistically significant difference in terms of learning outcomes, total fixation time on relevant texts and images, fixation count on relevant texts and images, and mean fixation duration on relevant images between spatial and non-spatial group according to the research results. However, mean fixation duration on relevant texts was significantly higher for spatial group than non-spatial group. According to mean ranks on all measures of eye tracking data, there may be tendency that participants in spatial group spent more time and attention on relevant text as non-spatial group spent more time and attention on narration and relevant images.

show abstract

Section: Introductionmentioning

confidence: 91%

An Eye-Tracking Analysis of Spatial Contiguity Effect in Educational Animations

Altan

Çağıltay

2015

Lecture Notes in Computer Science

Self Cite

View full text Add to dashboard Cite

show abstract

“…Pero en el ámbito educativo cada vez es más frecuente la aparición de estudios referentes a la evaluación de materiales educativos (Hyönä, 2010) (Tsai et al, 2012) (Ozcelik, Arslan-Ari, & Cagiltay, 2010) (Jamet, 2014). La mayoría de investigaciones realizadas centra su trabajo en las etapas de Educación Secundaria y Universitaria.…”

Section: Figuras 1 Dispositivo Tobii X60 (Eye Tracker)unclassified

“…Dicho principio hace referencia a que los alumnos realizan un mejor aprendizaje si se añaden señales que resaltan la organización de los elementos más relevantes. Podemos encontrar varios trabajos que hacen referencia a este principio en concreto (Ozcelik et al, 2010) (Mayer, 2010) (Kiili & Ketamo, 2010). …”

Section: Experiencia De Evaluación Del Uso Del Color En Presentacioneunclassified

Evaluación del color en materiales multimedia. Una experiencia con eye tracking.

Martínez¹,

Molina

Alcocer

2015

Edutec-e

View full text Add to dashboard Cite

RESUMENA lo largo de las dos últimas décadas se ha producido en el ámbito educativo un importante desarrollo tecnológico, generalizándose el uso de materiales multimedia en el proceso de enseñanza y aprendizaje. El objetivo de este artículo es mostrar el uso de una técnica de evaluación de materiales educativos novedosa: la técnica de eye tracking. Para mostrar un caso de aplicación de esta técnica de evaluación se realizó una experiencia en la cual fue incluido un dispositivo de seguimiento de la mirada en el proceso de recogida de datos. En el experimento se mostró una presentación con información en blanco y negro, frente a otra en la que se hace uso del color. Una vez analizados los datos concluimos que se realiza un aprendizaje más eficiente cuando señalamos algunas áreas de interés con colorido que permiten resaltar aquellas zonas en las que queremos que los niños centren su atención. Frente a otros estudios que pueden llegar a esta misma conclusión, el empleo de técnicas de seguimiento ocular proporciona una forma de validar de forma objetiva, cuantitativa y fisiológica dicho resultado.

show abstract

“…However, to lower the attentional load, attention can be guided by using attentional cues such as arrows pointing to the most relevant area in a video, or by underling or highlighting these sections. Such attentional cues help novice learners to more effectively direct their attention when and where it is necessary (Boucheix & Lowe, 2010;Ozcelik, Arslan-Ari, & Cagiltay, 2010), possibly lowering detrimental effects of subtitles. Physical distances.…”

Section: Presentation Rate Of Visual-textual Informationmentioning

confidence: 99%

Effects of Subtitles, Complexity, and Language Proficiency on Learning from Online Education Videos

Zee¹

2016

Preprint

View full text Add to dashboard Cite

Open online education has become increasingly popular. In Massive Open Online Courses (MOOCs) videos are generally the most used method of teaching. While most MOOCs are offered in English, the global availability of these courses has attracted many non-native English speakers. To ensure not only the availability, but also the accessibility of open online education, courses should be designed to minimize detrimental effects of a language barrier, for example by providing subtitles. However, with many conflicting research findings it is unclear whether subtitles are beneficial or detrimental for learning from a video, and whether this depends on characteristics of the learner and the video. We hypothesized that the effect of 2nd language subtitles on learning outcomes depends on the language proficiency of the student, as well as the visual-textual information complexity of the video. This three-way interaction was tested in an pre-registered experimental study. Using Bayesian analyses, no main effect of subtitles was found, nor any interaction. However, the student's language proficiency and the complexity of the video do have a substantial impact on learning outcomes.

show abstract

Why does signaling enhance multimedia learning? Evidence from eye movements

Cited by 221 publications

References 46 publications

An Eye-Tracking Analysis of Spatial Contiguity Effect in Educational Animations

An Eye-Tracking Analysis of Spatial Contiguity Effect in Educational Animations

Evaluación del color en materiales multimedia. Una experiencia con eye tracking.

Effects of Subtitles, Complexity, and Language Proficiency on Learning from Online Education Videos

Contact Info

Product

Resources

About