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ERIC Number: EJ1259853
Record Type: Journal
Publication Date: 2020-Aug
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0266-4909
EISSN: N/A
Available Date: N/A
Effects of Prior Knowledge and Joint Attention on Learning from Eye Movement Modelling Examples
Chisari, Lucia B.; Mockeviciute, Akvile; Ruitenburg, Sterre K.; van Vemde, Lian; Kok, Ellen M.; van Gog, Tamara
Journal of Computer Assisted Learning, v36 n4 p569-579 Aug 2020
Eye movement modelling examples (EMMEs) are instructional videos of a model's demonstration and explanation of a task that also show where the model is looking. EMMEs are expected to synchronize students' visual attention with the model's, leading to better learning than regular video modelling examples (MEs). However, synchronization is seldom directly tested. Moreover, recent research suggests that EMMEs might be more effective than ME for low prior knowledge learners. We therefore used a 2 × 2 between-subjects design to investigate if the effectiveness of EMMEs (EMMEs/ME) is moderated by prior knowledge (high/low, manipulated by pretraining), applying eye tracking to assess synchronization. Contrary to expectations, EMMEs did not lead to higher learning outcomes than ME, and no interaction with prior knowledge was found. Structural equation modelling shows the mechanism through which EMMEs affect learning: Seeing the model's eye movements helped learners to look faster at referenced information, which was associated with higher learning outcomes.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com.bibliotheek.ehb.be/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Reconnaissance Office (NRO)
Authoring Institution: N/A
Grant or Contract Numbers: 40517301
Author Affiliations: N/A