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Tracing users' behaviors in a multimodal instructional material: An eye-tracking study

Yecan, Esra
Sumuer, Evren
Baran, Bahar
Çağıltay, Kürşat
This study aims to explore user behaviors in instructional environments combining multimodal presentation of information. Cognitive load theory and dual coding theory were taken as the theoretical perspectives for the analyses. For this purpose, user behaviors were analyzed by recording participants' eye movements while they were using an instructional material with synchronized video and PowerPoint slides. 15 participants' eye fixation counts and durations for specific parts of the material were collected. Findings of the study revealed that the participants used the slide and video presentations in a complementary way