Using eye movements to model the sequence of text–picture processing for multimedia comprehension

Journal of Computer Assisted Learning - Tập 33 Số 5 - Trang 443-460 - 2017
Lucia Masón1, Katharina Scheiter2, Maria Caterina Tornatora1
1Dipartimento di Psicologia dello Sviluppo e della Socializzazione, Università di Padova, Italy
2Leibniz‐Institut für Wissensmedien Tübingen Germany

Tóm tắt

AbstractThis 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.

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Journal of Computer Assisted Learning

Tập 33 Số 5

443-460

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