A systematic review of eye-tracking-based research on animated multimedia learning

Coskun, Atakan
Çağıltay, Kürşat
Background The most challenging task in eye-tracking-based multimedia research is to establish a relationship between eye-tracking metrics (or cognitive processes) and learners' performance scores. Additionally, there are current debates about the effectiveness of animations (or simulations) in promoting learning in multimedia settings. Objectives As a result, the current study aimed to review eye tracking-based research on learners' cognitive processes in the animated/simulated multimedia learning domain. Method For this purpose, fifty-seven (57) studies were systematically determined based on PRISMA guidelines, and they were synthesized. Results and Conclusions The notable findings are that (1) most of the reviewed studies have tried to relate eye-tracking measures to at least one cognitive process (e.g., selecting, organizing, and integrating) which are assumed to take place during multimedia learning; (2) eye-tracking measurements show whether design features of animation are successful in directing learners' attention; (3) the success of animation in attention-guiding to the relevant parts may not have a positive impact on learning because individual differences (e.g., prior knowledge, spatial ability, or working capacity) and animation content are the other factors that directly affect the effectiveness of animation over learning. Implications The current study implies that (i) use of signaling cues in animated multimedia settings diminish visual search and promote higher learning scores, (ii) giving users control over animations causes negative outcomes (e.g., missing micro or macro events); (iii) research on animated multimedia learning should be replicated with the participant group from K-12, special education (e.g., autistic children), and elders.


Investigation of Students’ Cognitive Processes in Computer Programming: A Cognitive Ethnography Study
Doğan, Sibel; Aslan, Orhan; Yıldırım, İbrahim Soner (2019-01-01)
The aim of the current study is to investigate how cognitive processes of students categorized as novice, semi-expert and expert differ in terms of creating pseudocode for a given programming task. To conduct this aim, cognitive ethnography research design was employed to reveal the cognitive process of the participants behind the specified task. In the study, three undergraduate students from a Computer Education and Instructional Technology (CEIT) department were included as participants. These students w...
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 philosophical analysis of computational modeling in cognitive science
Ürgen, Burcu Ayşen; Bağçe, Samet; Department of Cognitive Sciences (2007)
This study analyses the methodology of computational cognitive modeling as one of the ways of conducting research in cognitive science. The aim of the study is to provide an understanding of the place of computational cognitive models in understanding human cognition. Considering the vast number of computational cognitive models which have been just given to account for some cognitive phenomenon by solely simulating some experimental study and fitting to empirical data, a practice-oriented approach is adopt...
A tool for visualization of risk information: the Risk Box
Karakoçak, Elif; Birgönül, Mustafa Talat; Dikmen Toker, İrem; Department of Civil Engineering (2021-6-28)
Visualization is an effective way to represent data that mainly aims to make the data easier to be understood, analyzed, and processed by the users. In literature, there exist many studies focusing on the necessity and effectiveness of visualization in decision-making processes. Risk, on the other hand, is an important topic that needs to be considered for decision-makers in the project to decide on the further pathways to follow and need to be visualized in such a way to aid the decision-makers in these pr...
Exploring hand movement dynamics during the Simon task: a mouse tracking study.
İkizoğlu, Hatice Buke; Çakır, Murat Perit; Department of Cognitive Sciences (2019)
Understanding how the cognitive system processes information in real-time is one of the key concerns for researchers in experimental psychology and cognitive science. Several measures and software tools have been proposed to explore different aspects of cognitive processing phenomena. One of these methods, mouse-tracking, allows researchers to collect data about the dynamic unfolding of motor responses by recording the participants’ mouse movements during cognitive tasks. In the present study, we replicated...
Citation Formats
A. Coskun and K. Çağıltay, “A systematic review of eye-tracking-based research on animated multimedia learning,” JOURNAL OF COMPUTER ASSISTED LEARNING, pp. 0–0, 2021, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/94936.