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1.
The time course of learners’ processing of a complex animation was studied using a dynamic diagram of a piano mechanism. Over successive repetitions of the material, two forms of cueing (standard colour cueing and anti-cueing) were administered either before or during the animated segment of the presentation. An uncued group and two other control conditions were also employed. Development of an internal representation of the movements depicted in the animation was evaluated through participant demonstrations of the mechanism’s operation on a replica piano mechanism. Eye tracking (fixation lengths) indicated that overall, conventional visuospatially-based cueing was largely ineffective for directing attention across the presentations of the animation. Demonstration scores from cued animations were no better than those produced from the uncued version. Cue obedience for standard colour cueing was initially superior to that for anti-cues but fell away after the animation’s first exposure. Contrary to expectations, there was no difference in cue obedience for cueing applied before or during animation of the display. The findings suggest that alternatives to visuospatial cues are needed to help learners process complex animations more effectively. 相似文献
2.
Two experiments used eye tracking to investigate a novel cueing approach for directing learner attention to low salience, high relevance aspects of a complex animation. In the first experiment, comprehension of a piano mechanism animation containing spreading-colour cues was compared with comprehension obtained with arrow cues or no cues. Eye tracking data revealed differences in learner attention patterns between the different experimental conditions. The second experiment used eye tracking with synchronized and non-synchronized cues to investigate the role of dynamic direction of attention in cueing effectiveness. Results of Experiment 1 showed that spreading-colour cues resulted in better targeting of attention to thematically relevant aspects and in higher comprehension scores than arrow cues or no cues. For Experiment 2, superior comprehension after the synchronized version together with eye tracking data indicated that cue effectiveness depended on attention direction being spatially and temporally coordinated with onsets of animation events having high thematic relevance to the learning task. The findings suggest the importance of perceptual cues and bottom-up processing. 相似文献
3.
Learners can have difficulty in decomposing conventionally designed animations to obtain raw material suitable for building high quality mental models. A composition approach to designing animations based on the Animation Processing Model was developed as a principled alternative to prevailing approaches. Outcomes from studying novel and conventional animation designs (independent variable) were compared with respect to mental model quality, knowledge of local kinematics, and capacity to transfer (dependent variables). Study of a compositional animation that presented material in a contiguous fashion resulted in higher quality mental models of a piano mechanism than non-contiguous or control (conventional) versions but no significant differences regarding local kinematics or transfer. Eye fixation data indicated that the compositional animation led to superior mental models because it particularly fostered relational processing. Implications for future research and the design of educational animations are discussed. 相似文献
4.
Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design 总被引：1，自引：0，他引：1
Björn B. de Koning Huib K. Tabbers Remy M. J. P. Rikers Fred Paas 《Educational Psychology Review》2009,21(2):113-140
This paper examines the transferability of successful cueing approaches from text and static visualization research to animations.
Theories of visual attention and learning as well as empirical evidence for the instructional effectiveness of attention cueing
are reviewed and, based on Mayer’s theory of multimedia learning, a framework was developed for classifying three functions
for cueing: (1) selection—cues guide attention to specific locations, (2) organization—cues emphasize structure, and (3) integration—cues
explicate relations between and within elements. The framework was used to structure the discussion of studies on cueing in
animations. It is concluded that attentional cues may facilitate the selection of information in animations and sometimes
improve learning, whereas organizational and relational cueing requires more consideration on how to enhance understanding.
Consequently, it is suggested to develop cues that work in animations rather than borrowing effective cues from static representations.
Guidelines for future research on attention cueing in animations are presented. 相似文献
5.
Lijia Lin Robert K. Atkinson Wilhelmina C. Savenye Brian C. Nelson 《Interactive Learning Environments》2016,24(4):799-813
The purpose of this study was to investigate the impacts of visual cues and different types of self-explanation prompts on learning, cognitive load, and intrinsic motivation in an interactive multimedia environment that was designed to deliver a computer-based lesson about the human cardiovascular system. A total of 126 college students were randomly assigned in equal numbers (N?=?21) to one of the six conditions in a 2?×?3 factorial design with visual cueing (cueing vs. no cueing) and type of self-explanation prompts (prediction prompts vs. reflection prompts vs. no prompts) as the between-subjects factors. The results revealed that (a) participants presented with cued animations had significantly higher learning outcome scores than their peers who viewed uncued animations, and (b) cognitive load and intrinsic motivation had different impacts on learning outcomes due to the moderation effect of cueing. The results suggest that the cues may not only enhance learning, but also indirectly impact learning, cognitive load, and intrinsic motivation. 相似文献
6.
Animation has great potential for improving the way people learn. A number of studies in different scientific disciplines
have shown that instruction involving computer animations can facilitate the understanding of processes at the molecular level.
However, using animation alone does not ensure learning. Students sometimes miss essential features when they watch only animations,
mainly due to the cognitive load involved. Moreover, students seem to attribute a great deal of authority to the computer
and may develop misconceptions by taking animations of abstract concepts too literally. In this study, we attempted to explore
teachers’ perceptions concerning the use of animations in the classroom while studying biotechnological methods, as well as
the teachers’ contribution to the enactment of animations in class. Thirty high-school biotechnology teachers participated
in a professional development workshop, aimed at investigating how teachers plan for and support learning with animation while
studying biotechnological methods in class. From that sample, two teachers agreed to participate in two case studies aimed
at characterizing teachers’ contribution to the enactment of animations in class while studying biotechnological methods.
Our findings reveal marked teacher contribution in the following three aspects: establishing the “hands-on” point of view,
helping students deal with the cognitive load that accompanies the use of animation, and implementing constructivist aspects
of knowledge construction while studying using animations. 相似文献
7.
Björn B. de Koning Huib K. Tabbers Remy M.J.P. Rikers Fred Paas 《Learning and Instruction》2010,20(2):111-122
To examine how visual attentional resources are allocated when learning from a complex animation about the cardiovascular system, eye movements were registered in the absence and presence of visual cues. Cognitive processing was assessed using cued retrospective reporting, whereas comprehension and transfer tests measured the quality of the constructed representation. Within the framework of Cognitive Load Theory, visual cues highlighting the subsystems of the heart were hypothesized to guide attention, reduce visual search and extraneous cognitive load, and enhance learning. As predicted, learners looked more often and longer at cued parts. However, we found no effects of cueing on visual search and cognitive load. With respect to cognitive processing, performance differences were found on the number of statements in the learners’ verbal reports. These findings suggest that visual cueing can guide attention in an animation, but other factors are also important in determining the effectiveness of visual cues on learning. 相似文献
8.
Automatic attention cueing by perceived changes in gaze direction was studied in 2-year-old children with autism and typically developing (TD) controls using a visual attention cueing paradigm. In Experiments 1 and 2 the cue consisted of an eye movement (Eyes) and a nonbiological movement (SimEyes), respectively. The results suggest that visual attention in children with autism and their TD counterparts is cued by perceived eye movement. Thus, although in naturalistic situations toddlers with autism do not follow the gaze of others, they are sensitive to directional cues inherent in eye movement. Cue-specific differences in performance related to the level of engagement and cue-processing time may suggest reliance on different underlying strategies for gaze processing in autism. 相似文献
9.
Because drawing is a highly successful strategy in learning from text, it has recently been investigated whether drawing can also improve learning from animation. Several theoretical and practical arguments, however, make drawing a questionable strategy for learning from animation. In an experimental study, we investigated the effectiveness of drawing for learning from animation. One group of 26 students had to draw what they had observed in the animation. A second group of 26 students had to reflect on what they had observed in the animation. After learning, all students had to demonstrate their understanding by making use of a physical model. The students' demonstrations were assessed by means of an event unit analysis. More extensive spatiotemporal structures were significantly less recognized by students who drew than by students who reflected. The results suggest that drawing might not be an adequate strategy for learning from visuospatially and spatiotemporally complex animations. 相似文献
10.
This special issue comprises a set of six papers, in which studies are presented that use eye tracking to analyse multimedia learning processes in detail. Most of the papers focus on the effects on visual attention of animations with different design features such as spoken vs. written text, different kinds of cues, or different presentation speeds. Two contributions concern effects of learner characteristics (prior knowledge) on visual attention when learning with video and complex graphics. In addition, in some papers eye tracking is not only used as a process measure in itself, but also as input for verbal reports (i.e., cued retrospective reporting). In the two commentaries, the contributions are discussed from a multimedia learning perspective and an eye tracking perspective, by prominent researchers in those fields. Together, the contributions to this issue give an overview of the various possibilities eye tracking opens up for research on multimedia learning and instruction. 相似文献
11.
Roberta Bettoni Margaret Addabbo Hermann Bulf Viola Macchi Cassia 《Child development》2021,92(5):2142-2152
Infant research is providing accumulating evidence that number-space mappings appear early in development. Here, a Posner cueing paradigm was used to investigate the neural mechanisms underpinning the attentional bias induced by nonsymbolic numerical cues in 9-month-old infants (N = 32). Event-related potentials and saccadic reaction time were measured to the onset of a peripheral target flashing right after the offset of a centered small or large numerical cue, with the location of the target being either congruent or incongruent with the number’s relative position on a left-to-right oriented representational continuum. Results indicated that the cueing effect induced by numbers on infants’ orienting of eye gaze brings about sensory facilitation in processing visual information at the cued location. 相似文献
12.
The current study investigates the effectiveness of learning words while displaying meaning congruent animations. We explore whether learning words with animation is sensitive to properties known to influence action understanding. We apply an embodied cognition framework and predictions from a recent theory about language and action (Action-Based Language theory, Glenberg & Gallese, 2012). The current study aims to investigate whether dynamic animations add to word learning (Experiment 1) and what the linguistic relation between the dynamic animation and the word learning is (Experiment 2). Results indicate that meaning congruent animations improved verb learning compared to meaning incongruent animations when measured by a recognition task. When measured by an active recall task, congruent animations led to better learning than static pictures. In both measures, meaning congruent animations support word learning. Experiment 2 replicates and extends this and suggests that highlighting conceptual information related to the dynamic action (such as the goal) improves word learning further. The findings are in line with Action-Based Language theory, which suggests that children are able to make better simulations of an action during learning when supported by meaning congruent animations. Highlighting conceptual information additionally supports this learning process. 相似文献
13.
In the present experiment the animation of the operating mechanism of a pendulum clock was used in order to compare the effects of spatial cueing with those of temporal scaling on the comprehension of the animation. The presentation speed of the clock mechanism (normal vs. fast) and signalling cues to three different parts of the mechanism (weight, pendulum, and an irrelevant gear as blinking elements) were used in a 2 × 3 between subjects design with 144 participants. It was found that compared to normal speed condition, understanding was improved in the fast speed condition, but was unaffected by any of the cueing conditions. The results indicate that, although guidance of attention to relevant parts of an animation is often seen as a key to effective instructional design, the way temporal manipulations affect understanding is independent from local attention guiding. 相似文献
14.
Tim N. Höffler Helmut Prechtl Claudia Nerdel 《Learning and individual differences》2010,20(5):479-483
In a 2 × 2 design, we examined the role of visual cognitive style in two multimedia-based learning environments (text plus static pictures/animations). A statistically significant interaction was obtained for deeper comprehension: Highly developed visualizers (HDV) who learned with static pictures performed better than HDV who learned with animations, and less developed visualizers (LDV) performed the same with static pictures or animations.For factual knowledge, there was a main effect in favor of HDV. Subsequent tests revealed that HDV outperformed LDV only when learning from static pictures, but not when studying animations. There were no overall differences between animations and static pictures. The assumption is made that HDV benefit from their cognitive style when they have to construct a mental animation from static pictures.Concluding, we did not find any rationale for converting static pictures to animations — HDV learned better with static pictures, while for LDV, it made no difference. 相似文献
15.
Kristen Swan Tummeltshammer Denis Mareschal Natasha Z. Kirkham 《Child development》2014,85(5):1981-1994
With many features competing for attention in their visual environment, infants must learn to deploy attention toward informative cues while ignoring distractions. Three eye tracking experiments were conducted to investigate whether 6‐ and 8‐month‐olds (total N = 102) would shift attention away from a distractor stimulus to learn a cue–reward relation. While 8‐month‐olds showed evidence of increasingly selective attention toward the predictive cues, even when the distractors were highly salient, 6‐month‐olds shifted attention toward the predictive cues only when the distractors were equally (not more) engaging. These experiments suggest that attention in infancy is highly dependent on the relative weightings of predictiveness and visual salience, which may differ across development and context. 相似文献
16.
In two experiments, eye tracking was used to investigate whether learners construct a mental representation during learning that integrates information from text and pictures. The experimental groups received inconsistent text-picture information on one or two pages of the learning materials. The control groups received only consistent text-picture information. It was expected that learners of the experimental groups should have difficulties in integrating text-picture information when faced with the inconsistencies. This should be reflected in their gaze behavior. Experiment 1 (N = 51) and Experiment 2 (N = 45) confirmed that assumption for several eye tracking variables. Regarding learning outcomes, only in Experiment 1 worse performance of the experimental group was observed. Furthermore, Experiment 2 revealed that the majority of learners did not remember the inconsistency between text and picture when asked for it after learning. In sum, the results add to our understanding about the cognitive processes underlying multimedia learning. 相似文献
17.
Markus Nivala Roger S?lj? Hans Rystedt Pauliina Kronqvist Erno Lehtinen 《Instructional Science》2012,40(5):799-811
New representational technologies, such as virtual microscopy, create new affordances for medical education. In the article, a study on the following two issues is reported: (a) How does collaborative use of virtual microscopy shape students’ engagement with and learning from virtual slides of tissue specimen? (b) How do visual and conceptual cues scaffold students’ reasoning? Fifteen pairs of medical students participated in two sessions in which the students used a virtual microscope as a diagnostic tool in the context of learning pathology. The slides provided the students with varying levels of visual and conceptual cueing. The sessions were videotaped, and the students’ reasoning while using the microscope was analysed. The students’ written answers were analysed in terms of the findings they made and the diagnoses suggested. At a general level, the results show that students engage actively in this kind of virtually-mediated environment. The visual and/or conceptual cues improve students’ performance, and guide the students’ perception and reasoning in a manner that is productive from the point of view of learning to make clinically relevant observations. Scaffolding students’ reasoning process through cues furthermore assists the students in avoiding the most obvious pitfalls such as overlooking critical areas of a specimen. Overall, visual and conceptual cues improve students’ reasoning in perceptual and cognitive terms, while still allowing space for the making of “relevant mistakes” that may further the students’ diagnostic skills. 相似文献
18.
Educational video games are hypothesized to be good environments for promoting learning; however, research on conceptual learning from games is mixed. We tested whether embedding a learning support in the form of short animations illustrating physics concepts that can be used to aid gameplay improved learning. Ninety-six 7th to 11th grade students were randomly assigned to play Physics Playground with or without the learning supports over a 4-day period. Results indicate that students who played a version of the game with embedded learning supports showed more improvement on a far- (d = 0.36), but not on a near-transfer physics assessment (d = 0.17) compared to those who played without the supports. The learning supports did not affect students’ enjoyment with the game. We conclude that the game-embedded animations were effective at promoting conceptual learning without sacrificing the fun of game-based learning. 相似文献
19.
《International Journal of Research & Method in Education》2013,36(5):485-501
ABSTRACTEye tracking methodology offers insights into human attention, decision-making processes, and user behaviours. In the context of teacher learning, data generated from eye-tracking technology has the potential to provide important information about teachers’ behavioural patterns and cognitive processes that may or may not be occurring during learning experiences. This review analyses existing studies that use eye tracking methodology for studying teacher learning. The authors accessed three different databases (ERIC, PsycNet, and EBSCOHost) for their review. An iterative process of reviewing and coding the articles led to an in-depth review of 10 recently published articles. Emergent themes resulted from the in-depth review and include information processing, multimedia learning, learning tools and resources, and expert-novice knowledge construction. The reviewed articles also highlight how eye tracking can be used to determine teachers’ engagement with learning material, reading patterns, and sense-making strategies. Additional study characteristics, including context, data sources, eye tracking device and metrics were also reviewed. Results of this review shed light on how educational researchers can effectively use eye tracking methodology to investigate teacher learning at different career stages. This, in turn, can inform educational stakeholders about how to optimize learning opportunities and environments. 相似文献
20.
Instructional animation versus static pictures: A meta-analysis 总被引：8，自引：0，他引：8
A meta-analysis of 26 primary studies, yielding 76 pair-wise comparisons of dynamic and static visualizations, reveals a medium-sized overall advantage of instructional animations over static pictures. The mean weighted effect size on learning outcome is d = 0.37 (95% CI 0.25–0.49). Moderator analyses indicate even more substantial effect sizes when the animation is representational rather than decorational (d = 0.40, 95% CI 0.26–0.53), when the animation is highly realistic, e.g., video-based (d = 0.76, 95% CI 0.39–1.13), and/or when procedural-motor knowledge is to be acquired (d = 1.06, 95% CI 0.72–1.40). The results are in line with contemporary theories of cognitive load and multimedia learning, and they have practical implications for instructional design. 相似文献