Journal ArticleDOI
Why does signaling enhance multimedia learning? Evidence from eye movements
TLDR
Eye movement data shows that signaling guided attention to relevant information and improved the efficiency and effectiveness of finding necessary information in multimedia learning.About:
This article is published in Computers in Human Behavior.The article was published on 2010-01-01. It has received 211 citations till now. The article focuses on the topics: Eye tracking.read more
Citations
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Book ChapterDOI
Multimedia in Learning
Alfred Bork,Sigrún Gunnarsdóttir +1 more
TL;DR: A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers.
Journal ArticleDOI
A review of using eye-tracking technology in exploring learning from 2000 to 2012
Meng Lung Lai,Meng Jung Tsai,Fang Ying Yang,Chung Yuan Hsu,Tzu-Chien Liu,Silvia Wen Yu Lee,Min Hsien Lee,Guo Li Chiou,Jyh Chong Liang,Chin Chung Tsai +9 more
TL;DR: In this paper, the authors reveal how eye tracking technology has been applied to studies of learning, and what eye movement measures have been used for investigations by reviewing studies that have employed the eye-tracking approach.
Journal ArticleDOI
Using multimedia for e-learning
TL;DR: 12 research-based principles for how to design computer-based multimedia instructional materials to promote academic learning are reviewed, starting with the multimedia principle, which holds that people learn better from computer- based instruction containing words and graphics rather than words alone.
Journal ArticleDOI
A systematic review of eye tracking research on multimedia learning
Ecenaz Alemdag,Kursat Cagiltay +1 more
TL;DR: A systematic review of eye tracking research in the domain of multimedia learning explores how cognitive processes in multimedia learning are studied with relevant variables through eye tracking technology to offer suggestions for future research and practices.
Book ChapterDOI
The signaling (or cueing) principle in multimedia learning
TL;DR: A cautionary description of 10 of the questionable principles that have developed and seem to be widely shared about multimedia learning is given in this article, with a focus on the more recent additions and the focus of this discussion are expectations that multimedia instruction benefits learning by providing autonomy and control over the sequencing of instruction.
References
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Journal ArticleDOI
Eye movements in reading and information processing: 20 years of research.
TL;DR: The basic theme of the review is that eye movement data reflect moment-to-moment cognitive processes in the various tasks examined.
Journal ArticleDOI
Cognitive load during problem solving: Effects on learning
TL;DR: It is suggested that a major reason for the ineffectiveness of problem solving as a learning device, is that the cognitive processes required by the two activities overlap insufficiently, and that conventional problem solving in the form of means-ends analysis requires a relatively large amount of cognitive processing capacity which is consequently unavailable for schema acquisition.
Journal ArticleDOI
Cognitive Architecture and Instructional Design
TL;DR: Cognitive load theory has been designed to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual performance as discussed by the authors, which assumes a limited capacity working memory that includes partially independent subcomponents to deal with auditory/verbal material and visual/2- or 3-dimensional information as well as an effectively unlimited long-term memory, holding schemas that vary in their degree of automation.
Book
Multimedia Learning
TL;DR: Whether people learn more deeply when ideas are expressed in words and pictures rather than in words alone is examined, and Richard E. Mayer examines the cognitive theory of multimedia learning.
Journal ArticleDOI
A theory of reading: From eye fixations to comprehension.
TL;DR: A model of reading comprehension that accounts for the allocation of eye fixations of college students reading scientific passages is presented, embedded in a theoretical framework capable of accommodating the flexibility of reading.