Effects of Different Multimedia Presentations on Viewers’ Information-Processing Activities Measured by Eye-Tracking Technology

Abstract

This study implemented eye-tracking technology to understand the impact of different multimedia instructional materials, i.e., five successive pages versus a single page with the same amount of information, on information-processing activities in 21 non-science-major college students. The findings showed that students demonstrated the same number of eye fixations during information searching and spent the same amount of time on the overall instructional materials regardless of format. However, the total number of eye fixations on the picture areas was significantly greater for the multiple-page than for the single-page presentation. A significant difference was found in the duration of students’ eye fixation durations on the picture areas under the two conditions, with students spending more time on the picture area of the multiple-page than of the single-page presentation. Greater pupil size was found when participants viewed the multiple-page presentation, implying that this presentation format was associated with a higher cognitive load. The participants’ eye-movement data for specific areas was recorded and analyzed to determine students’ information processing patterns and strategies and for triangulation with the quantitative findings. Discussion of the research findings and suggestions for future research are provided.