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

Date

2021-12-01

Author

Coskun, Atakan
Çağıltay, Kürşat

Metadata

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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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.

Subject Keywords

animation, cognitive theory of multimedia learning, eye-tracking, multimedia learning, simulation, COGNITIVE LOAD THEORY, DYNAMIC VISUALIZATIONS, WORKING-MEMORY, STUDENTS, TEXT, REPRESENTATIONS, INFORMATION, ATTENTION, DESIGN, HYPERMEDIA

URI

https://hdl.handle.net/11511/94936

Journal

JOURNAL OF COMPUTER ASSISTED LEARNING

DOI

https://doi.org/10.1111/jcal.12629

Collections

Department of Computer Education and Instructional Technology, Article

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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.