Abstracts - Earli

E 1529 August 2007 14:30 - 16:30Room: 1.71 PóczaSymposiumEye tracking as a means for detailed analyses of multimedia learningprocesses – Part 2Chair: Fred Paas, Open University of the Netherlands, NetherlandsOrganiser: Tamara van Gog, Open University of the Netherlands, NetherlandsDiscussant: Kenneth Holmqvist, Lund University, SwedenMultimedia 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.The influence of information relevancy, animation and narration on visual attention distribution:Results from an eye-tracking studyEric Wiebe, North Carolina State University, USALeonard Annetta, North Carolina State University, USAResearch and application of cognitive load theory has demonstrated the effect of varioustext/graphic/narration relations on learning using multimedia material. Related work has looked athow the degree of integration between the text and graphics influences their use in learning. Thisstudy set out to look at how the degree of integration between text and graphics interacts withgraphic dynamics and narration to influence visual attention in multimedia instructional material.Eye tracking methodologies were used to explore how visual attentional resources were distributedunder these varying conditions. Narration had a clear effect of "pacing" the viewers of the slideshow. Static and animated graphics that were not relevant to the printed text (low integration)favored more gaze time on the text, though narration did tend to shift attention back to the graphic.In addition, animation seemed to create high load conditions that favored students relying moreheavily on narration, shifting visual attention away from the text and to the graphic, especially inthe high integration condition.– 289 –