Why does signaling enhance multimedia learning? Evidence from eye movements

Date

2010-1

Author

Ozcelik, Erol
Arslan-Ari, Ismahan
Çağıltay, Kürşat

Metadata

Show full item record

Item Usage Stats

189
views

0
downloads

Previous studies have suggested that signaling enhances multimedia learning. However, there is not enough evidence showing why signaling leads to better performance. The goal of this study was to examine the effects of signaling on learning outcomes and to reveal the underlying reasons for this effect by using eye movement measures. The participants were 40 undergraduate students who were presented with either signaled or nonsignaled multimedia materials. Labels in the illustration were signaled by temporarily changing the color of the items. The results suggest that the signaled group outperformed the nonsignaled group on transfer and matching tests. Eye movement data shows that signaling guided attention to relevant information and improved the efficiency and effectiveness of finding necessary information.

Subject Keywords

Eye-tracking, Signaling effect, Multimedia learning, Cognitive processes

URI

https://hdl.handle.net/11511/28180

Journal

Computers in Human Behavior

DOI

https://doi.org/10.1016/j.chb.2009.09.001

Collections

Department of Computer Education and Instructional Technology, Article

Suggestions

OpenMETU
Core

How Signaling Principle Affects Learning: An Eye Tracking Study Dönmez, Mehmet; Doğan, Sibel; Baran, Evrim (2018-08-01) Studies examining the effects of signaling principle on learning mostly used data sources such as interviews, achievement tests and think aloud protocols. There is, however, limited research on the use of quantitative measures to promote findings from interviews and think aloud procedures. This study aimed to investigate the effects of signaling principle on learning by supporting the results with the eye movement data. Participants included 34 Information and Communication Technology (ICT) pre-service teac...
An Eye-Tracking Analysis of Spatial Contiguity Effect in Educational Animations Altan, Tuğba; Çağıltay, Kürşat (Springer, 2015-01-01) The purpose of this study is to examine spatial contiguity effect on multimedia learning with an instructional animation using eye-tracking. The research method was experimental method and the study was conducted with a user group consisting of 12 participants (6 female and 6 male). The data collection tools were a demographic survey, a prior knowledge test, a retention test and an eye-tracker. The collected data were analyzed using descriptive statistics and non-parametric statistics including Mann-Whitney...
Examining Cognitive Creativity as an Individual Difference in Second Language Acquisition Pıpes, Ashleıgh Carter(2017-12-31) This study examines cognitive creativity as an individual difference and its role in processes and outcomes of second language acquisition. The study explores relationships between participants’ creativity, as measured by the Torrance Test of Creative Thinking, and their course grades, narrative structure use, and communication strategy use.
An Eye-Tracking Analysis of Spatial Contiguity Effect in Educational Animations Altan, Tuğba; Çağıltay, Kürşat (2015-08-07) The purpose of this study is to examine spatial contiguity effect on multimedia learning with an instructional animation using eye-tracking. The research method was experimental method and the study was conducted with a user group consisting of 12 participants (6 female and 6 male). The data collection tools were a demographic survey, a prior knowledge test, a retention test and an eye-tracker. The collected data were analyzed using descriptive statistics and non-parametric statistics including Mann-Whitney...
Secondary-Task Effects on Learning With Multimedia: An Investigation Through Eye-Movement Analysis Acartürk, Cengiz (2017-01-01) This study investigates secondary-task interference on eye movements through learning with multimedia. We focus on the relationship between the influence of the secondary task on the eye movements of learners, and the learning outcomes as measured by retention, matching, and transfer. Half of the participants performed a spatial tapping task while studying the instructional materials, whereas the other half studied the materials, without spatial tapping. The results revealed suboptimal learning outcomes und...

Citation Formats

E. Ozcelik, I. Arslan-Ari, and K. Çağıltay, “Why does signaling enhance multimedia learning? Evidence from eye movements,” Computers in Human Behavior, pp. 110–117, 2010, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/28180.