An Eye-Tracking Analysis of Spatial Contiguity Effect in Educational Animations

2015-08-07
Altan, Tuğba
Çağıltay, Kürşat
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 U Test. According to the results there were no statistically significant difference in terms of learning outcomes, total fixation time on relevant texts and images, fixation count on relevant texts and images, and mean fixation duration on relevant images between spatial and non-spatial group according to the research results. However, mean fixation duration on relevant texts was significantly higher for spatial group than non-spatial group. According to mean ranks on all measures of eye tracking data, there may be tendency that participants in spatial group spent more time and attention on relevant text as non-spatial group spent more time and attention on narration and relevant images.

Suggestions

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)...
A study on sixth grade students’ spatial reasoning regarding 2D representations of 3D objects
Eryaman, Zeynep; Çakıroğlu, Erdinç; Department of Elementary Science and Mathematics Education (2009)
The main purpose of this study was to investigate the contributions of spatial visualization and spatial orientation tasks regarding 2D representations of 3D objects and isometric drawing to the development of sixth grade students’ spatial reasoning. The study also aimed to investigate students’ performances on spatial tasks during the classes and to explore their views and feelings about the spatial tasks. Data were collected from 24 6th grade students in a private school located in Ankara. The design of t...
A Study On Pre-Service Teachers’ Spatial Visualization Ability and Spatial Anxiety
Erkek, Özlem; Isıksal Bostan, Mine; Çakıroğlu, Erdinç (2017-01-01)
This study aims to investigate the pre-service teachers’ spatial visualization ability and spatial anxiety levels with respect to their gender and undergraduate programs. Data were collected from 1007 third and fourth year undergraduate pre-service teachers enrolled in elementary mathematics, science, and early childhood education programs from four universities in Ankara, Turkey. Spatial Visualization Test and the Spatial Anxiety Scale were used as data collection instruments. The results revealed a statis...
The comparative effects of prediction/discussion-based learning cycle, conceptual change text, and traditional instructions on students’ genetics understanding and self-regulated learning
Yılmaz, Diba; Öztekin, Ceren; Department of Educational Sciences (2007)
The purpose of this study was to investigate the comparative effects of prediction/discussion-based learning cycle (HPD-LC), conceptual change text (CCT), and traditional instructions (TI) on 8th grade students’ understanding of genetics concepts and on their perceived motivation and perceived use of learning strategies. This study was carried out during 2006-2007 fall semester at a public elementary school in Ankara. A total of eighty-one 8th grade students from three intact classes were involved in the qu...
Citation Formats
T. Altan and K. Çağıltay, “An Eye-Tracking Analysis of Spatial Contiguity Effect in Educational Animations,” 2015, vol. 9192, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/44954.