Abstracts - Earli

A closer look at split visual attention in system-paced and self-paced multimedia instructionsFlorian Schmidt-Weigand, University of Kassel, GermanyAlfred Kohnert, Justus Liebig University Giessen, GermanyUlrich Glowalla, Justus Liebig University Giessen, GermanyWe present two experiments that aimed to take a closer look on split attention demands inmultimedia learning by applying eye tracking methodology. In particular we investigated how thepace of presentation and its control affects the allocation of visual attention to dynamicvisualizations and accompanying text. Participants watched a 16-step multimedia instruction onthe formation of lightning. Besides text modality (written, spoken) experiment 1 (N=90) varied thepacing of instruction (fast, medium, slow) while in experiment 2 (N=31) the pacing was selfpaced.In addition to eye movements we recorded cognitive load and learning outcome (retention,transfer, and visual memory tests). Experiment 1 indicated main effects for text modality andpacing in cognitive load and learning performance measures as well as an interaction. Writtencompared to spoken text increased cognitive load especially in the fast presentation condition.Within written text conditions learners virtually always turned to the text first and then switchedback and forth between text and illustration. In relation to the time spent reading more time wasspent inspecting the illustrations the longer the presentation lasted. In experiment 2 learningoutcomes, self-ratings of cognitive load, and average presentation durations did not differsignificantly between written and spoken text presentation. Independent from text modality therewere huge inter-individual differences in the chosen pace. For written text presentation eyemovement patterns revealed that these differences were essentially due to individual readingspeed. The time inspecting illustrations and the number of switches between text and illustrationdid not vary systematically with pace. These results contrast the findings of experiment 1 wheretime on illustrations and the number of alternations increased for longer presentation durations.These differences in managing split attention may explain inconsistent effects of text modality inself- vs. system-paced presentation.The contribution of eye tracking to studying comprehension in learning from animationsEmmanuel Schneider, Universite de Bourgonge, FranceJean-Michel Boucheix, Universite de Bourgonge, FranceThis paper aims to present the contribution of the eye tracking investigations for the study ofcomprehension processing from animated or static illustrations. Currently, comprehensionprocesses are assessed only from off-line comprehension tests. Eye tracking data could bring onlineinformation about the comprehension processes from animated diagrams in learners with highand low spatial and abilities. In the three studies reported, we tested the role of two factors in theelaboration of an efficient mental animated representation of a three pulleys system: the usercontrolof the animation and the orientation of attention, with a specific task or with arrows cueing.Eye tracking as a basis for improving animation designRic Lowe, Curtin University, AustraliaJean-Michel Boucheix, Universite de Bourgonge, FranceIn this paper we explore the utility of eye tacking indicators such as fixations, transitions betweenareas of interest and "scan paths" as tools for understanding how individuals extract informationfrom a complex technical animation. We report a series of experiments involving verbaldescription, the effect of cues on comprehension, and the development of comprehension duringthe course of the animation. The techniques used in these investigations and their results will be– 290 –