Impacts of cues on learning: Using eye-tracking technologies to examine the functions and designs of added cues in short instructional videos

Abstract

This study examined the impact of cues on learning processes and outcomes in short instructional videos. One hundred and twenty college students were randomly assigned to watch short videos in one of four conditions: 1) no added cues, 2) textual cues, 3) visual cues, and 4) combined textual-&-visual cues. A Tobii X120 eye-tracker was used to record the students' eye movements to determine how students looked at the added cues and for how long. The students’ learning outcomes were measured with retention and transfer tests. Results showed that the cues helped students do better with retention tests and spend more time focusing on the areas with cues. Additionally, the visual cues and combined textual-&-visual cues also helped students do better in transfer tests, and do better in organizing and integrating information. The study adds insights to multimedia design as well as teaching and learning with instructional videos. The study shows how eye-tracking technology can be used to provide evidence and efficacy of the additional pointing or highlighting cues.