Abstracts - Earli

A 628 August 2007 15:00 - 17:00Room: 2.54 NovobátzkySymposiumEye tracking as a means for detailed analyses of multimedia learningprocesses – Part 1Chair: Katharina Scheiter, University of Tübingen, GermanyOrganiser: Katharina Scheiter, Eberhard Karls University Tübingen, GermanyOrganiser: Tamara van Gog, Open University of The Netherlands, NetherlandsOrganiser: Peter Gerjets, Knowledge Media Research Center, GermanyDiscussant: Mary Hegarty, University of California, Santa Barbara, USAMultimedia learning is defined as building mental representations from materials that involve bothverbal (spoken or written text) and pictorial information (static or dynamic visualizations; Mayer,2005). Many studies on the effectiveness of multimedia learning have been conducted, ofteninspired by Mayer’s cognitive theory of multimedia learning (see Mayer, 2005) and Sweller’scognitive load theory (see Sweller, 2005). However, these studies have mainly drawn conclusionsabout the cognitive effects of different types of multimedia learning materials based on (transfertest) performance measures, and measures of cognitive load and time-on-task, without directlyinvestigating the processes underlying these effects. Hence, the empirical work presented in thisdouble symposium focuses on detailed analyses of the processes underlying the learning effects ofdifferent types of multimedia materials by means of eye tracking. Because eye movement data canprovide detailed insight into the allocation of (visual) attention and processing demands, eyetracking is a valuable tool for such studies –albeit one that is little used in educational research. Inthis double symposium, studies are presented that focus on learning from a variety of multimediamaterials that include dynamic visualizations, static visualizations, written text, and narrated text,in varying compositions.How do learners actually use multiple external representations? An analysis of eye-movementsand learning outcomesRolf Schwonke, University of Freiburg, GermanyAlexander Renkl, University of Freiburg, GermanyKirsten Berthold, University of Freiburg, GermanyAlthough multiple external representations can have benefits, especially for learning complex andnew ideas, they are often not as effective as expected.. The present study employs eye trackingmethodology to take a closer look at how learners use different external representations in learningfrom worked examples, how these activities are related to learning outcomes, and how wellintended cognitive functions of multiple representations match to the functions as perceived by thelearners. 16 (predominantly psychology) students studied worked examples on the application ofprobability principles, each consisting of a text (the problem formulation), an equation(representing the solution), and a tree diagram (that was intended to mediate between the concretetext and the highly abstract equation). During the learning phase the gazes of the participant wererecorded. After the learning phase, the participants saw a gaze replay of their viewing behavior andwere asked to think-aloud. The distribution of fixation durations on different representationsindicates that single representations were not neglected. Rather, the participants switched– 20 –