Why does signaling enhance multimedia learning? Evidence from eye movements

2010-1
Ozcelik, Erol
Arslan-Ari, Ismahan
Çağıltay, Kürşat
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.
Computers in Human Behavior

Suggestions

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...
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...
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...
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...
Evaluating working memory capacity and cognitive load in learning from goal based scenario centered 3D multimedia
Kilic, Eylem; Yıldırım, Zahide (2010-02-08)
The purpose of this study is to investigate working memory capacity and cognitive load in learning from Goal Based Scenario centered 3D multimedia learning environment (GBSc3DM) designed based on Cognitive Load Theory (CLT). GBSc3DM was developed in two versions. In the designed of the first version (+CLT) cognitive load principles were applied. In the second version (-CLT), however, the principles were violated. 47 11(th) grade high school students were selected based on their working memory capacity (WMC)...
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.