Gaze transitions when learning with multimedia

Krzysztof Krejtz,Andrew T Duchowski,Izabela Krejtz,Piotr Chrząstowski-Wachtel,Agata Kopacz

doi:10.16910/jemr.9.1.5

Abstract

Eye tracking methodology is used to examine the influence of interactive multimedia on the allocation of visual attention and its dynamics during learning. We hypothesized that an interactive simulation promotes more organized switching of attention between different elements of multimedia learning material, e.g., textual description and pictorial visualization. Participants studied a description of an algorithm accompanied either by an interactive simulation, self-paced animation, or static illustration. Using a novel framework for entropy-based comparison of gaze transition matrices, results showed that the interactive simulation elicited more careful visual investigation of the learning material as well as reading of the problem description through to its completion.

Highlights

Multimedia learning materials increasingly make use of animations and interactive simulations to supplement or replace static illustrations (Moreno & Mayer, 2007)
We review the concept of working memory capacity and consider how it is likely to impact learning from interactive multimedia materials
We present results of our eye tracking study in which we measured what is attended to using traditional eye movement metrics, and employ transition matrices to gain insight into: (a) how much attentional switching there is between different media components, (b) which components are linked together during attentional switching, (c) how readers choose entry points and reading paths, and (d) how they integrate text and media when making sense of novel content

Summary

Introduction

Multimedia learning materials increasingly make use of animations and interactive simulations to supplement or replace static (book-style) illustrations (Moreno & Mayer, 2007). We thank Mr Marek Młodożeniec, Ms Ewa Domaradzka, and Dr Rafał Albiński, for their help in conducting the study, and Ms Karolina Chmiel for the preparation of experimental materials. In this survey of previous work on multimedia learning, we focus on efforts in which eye tracking was used, noting that a statistical comparison between gaze transition matrices has not previously been applied in this context. Less frequently occurring content words are more likely to be fixated (Rayner, Pollatsek, Ashby & Clifton, 2012) than, for example, function words e.g., articles such as “the”, “and”, etc. (Rayner & McConkie, 1976)

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Results

Discussion

Conclusion