Eye Movement Modelling Examples as Cues to Guide Attention and Improve Learning in Short or Long Animations.
Background: Both eye movement modelling examples (EMMEs) and cues guide attention and improve learning in multimedia learning environments. EMME can act as a special form of cue. However, no studies have directly examined whether EMME would be superior to visual cues. Objective: The study was to inv...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 1; pp. 1 - 14 |
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| Autores principales: | , , , |
| Formato: | pictorial research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2025
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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=183981443&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 183981443 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2025 vid: 41 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 183981443 181006532 183981443 183981443 10.1111/jcal.13094 183981443 ppf: 1 ppct: 13 formats: tig: atl: Eye Movement Modelling Examples as Cues to Guide Attention and Improve Learning in Short or Long Animations. aug: au: Wang, Fuxing Leng, Xiaoxue Kuang, Ziyi Zhao, Tingting affil: School of Psychology, Central China Normal University, Wuhan, China sug: subj: Eye Movements Evaluation Cues Attention Learning Methods Motion Pictures Multimedia Visual Perception Human China Funding Source Male Female Adult Experimental Studies Random Assignment Comparative Studies Randomized Controlled Trials Adult: 19-44 years Male Female ab: Background: Both eye movement modelling examples (EMMEs) and cues guide attention and improve learning in multimedia learning environments. EMME can act as a special form of cue. However, no studies have directly examined whether EMME would be superior to visual cues. Objective: The study was to investigate whether there were advantages of EMME over cues on visual attention, learning outcomes and subjective perception in a multimedia environment. Method: In Experiment 1, 67 college students were randomly assigned to the EMME group, cue group and control group and learned from animations explaining the synaptic transmission. In Experiment 2, we replicated Experiment 1 using longer learning material. Seventy‐one college students were randomly assigned to three groups (EMME, cue and control) and learned from animations explaining the process of cell division. Results and Conclusions: In Experiment 1, results indicated both EMMEs and cues guide attention and facilitate learning. Regarding learning outcomes and subjective perception, learners did not benefit more from EMMEs than cues. Eye movement indicators showed that EMMEs were better than cues. In Experiment 2, results were consistent with Experiment 1. Implications: This study is the first to compare EMMEs and cues. We found that EMMEs and cues were equivalent in producing effects on learning outcomes and subjective perception. EMMEs were superior to cues in guiding attention and conveying strategies, as indicated by eye movements. Both theoretical and practical implications could be drawn. pubtype: Academic Journal doctype: pictorial research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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