Using eye movements to model the sequence of text-picture processing for multimedia comprehension.
This study used eye movement modeling examples (EMME) to support students' integrative processing of verbal and graphical information during the reading of an illustrated text. EMME consists of a replay of eye movements of a model superimposed onto the materials that are processed for accomplishing...
| Publicado en: | Journal of Computer Assisted Learning Vol. 33; no. 5; pp. 443 - 461 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Sep2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=125026825&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 125026825 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Sep2017 vid: 33 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 125026825 125026825 125026825 10.1111/jcal.12191 125026825 ppf: 443 ppct: 18 formats: tig: atl: Using eye movements to model the sequence of text-picture processing for multimedia comprehension. aug: au: Mason, L. Scheiter, K. Tornatora, M.C. affil: Dipartimento di Psicologia dello Sviluppo e della Socializzazione, Università di Padova, Italy sug: subj: Learning Methods Eye Movements Multimedia Students, Middle School Italy Clinical Assessment Tools Human Female Male Pretest-Posttest Design Multivariate Analysis of Variance Analysis of Variance Reading P-Value Confidence Intervals Funding Source Experimental Studies Italy Female Male ab: This study used eye movement modeling examples (EMME) to support students' integrative processing of verbal and graphical information during the reading of an illustrated text. EMME consists of a replay of eye movements of a model superimposed onto the materials that are processed for accomplishing the task. Specifically, the study investigated the effects of modeling the temporal sequence of text and picture processing as shown in various replays of a model's gazes. Eighty-four 7th graders were randomly assigned to one of the four experimental conditions: text-first processing sequence (text-first EMME), picture-first processing sequence (picture-first EMME), picture-last processing sequence (picture-last EMME) and no-EMME (control). Online and offline measures were used. Eye movement indices indicate that only readers in the picture-first EMME condition spent significantly longer processing the picture and showed stronger integrative processing of verbal and graphical information than students in the no-EMME condition. Moreover, readers in all EMME conditions outperformed those in the control condition for recall. However, for learning and transfer, only readers in the picture-first EMME condition were significantly superior to readers of the control condition. Furthermore, both the frequency and duration of integrative processing of verbal and graphical information mediated the effect of condition on learning outcomes. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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