Do prior knowledge, model-observer similarity and social comparison influence the effectiveness of eye movement modeling examples for supporting multimedia learning?

Marie-Christin Krebs,Katharina Scheiter,Anne Schüler

doi:10.1007/s11251-021-09552-7

Abstract

We investigated in an experiment with 180 university students the joint role of prior knowledge, alleged model competence, and social comparison orientation regarding the effectiveness of Eye Movement Modeling Examples (EMME) for supporting multimedia learning. EMME consisted of short videos with gaze replays of an instructed model demonstrating effective multimedia processing strategies. Participants were either instructed that the model in the EMME-videos was a successful learner (competent model) or another participant (peer model). Participants in a control condition received no EMME. Furthermore, we activated domain-relevant prior knowledge in half of the participants before watching the EMME. Against our expectations, we found no influence of either prior knowledge activation or model-observer similarity. As expected, our results indicated that EMME fostered multimedia learning. This was also supported by findings from small-scale meta-analyses that were conducted with the focus on the effect of EMME for multimedia learning and potential moderators of the effect. Moreover, results showed first evidence that social comparison orientation interacts with (alleged) model competence regarding the effectiveness of EMME. Further research is needed to follow up on the influence of individual factors as well as social cues on the effectiveness of EMME.

Highlights

IntroductionLearning with illustrated text (i.e., multimedia) has been shown to be more effective than learning with text alone (Butcher, 2014)
Learning with illustrated text has been shown to be more effective than learning with text alone (Butcher, 2014)
To investigate only the effect of similarity in terms of competence/expertise, in our previous experiments as well as in the present one we provided no further information about other model characteristics in the introductory text or in the Eye Movement Modeling Examples (EMME)-videos

Summary

Introduction

Learning with illustrated text (i.e., multimedia) has been shown to be more effective than learning with text alone (Butcher, 2014). According to the Cognitive Theory of Multimedia Learning (CTML; Mayer, 2009) effective multimedia learning requires learners to actively perform certain cognitive processing strategies. They first must select relevant information from both the text and the picture, and organize the selected information in separate mental models of text and picture, and integrate the mental models derived from text and picture with each other. Picture processing as well as integration have been shown to be especially important for learning successfully from illustrated texts (e.g., Eitel et al, 2013; Hegarty & Just, 1993; Mason et al, 2017)

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Conclusion