KaydedilenlerDerginizi ekleyin

Dergiler / Erzincan Üniversitesi Eğitim Fakültesi Dergisi / 2017 / Cilt: 19 - Sayı: 2

Evaluation of Multimedia Learning Environment Designed According to Different Attention Types via Eye Tracking Method

Duygu Mutlu BAYRAKTAR
Servet BAYRAM
Sayfa
119–138
Yayın Tarihi
2022-10-18
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

It is observed that the learners focus more on pictures than texts.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:In this study, the effect of using multimedia learning environments design prepared according to different attention types (focused - split) by learners on recall performances was examined.
📊
Temel Bulgular & Veri:The study group contains 99 university students.
💡
Sonuç & Katkı:It is observed that the learners focus more on pictures than texts.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Multimedia learning environment · focused attention · split attention

Özet

In this study, the effect of using multimedia learning environments design prepared according to different attention types (focused - split) by learners on recall performances was examined. For this purpose, the results were strengthened via using eye tracking data. The study group contains 99 university students. Two environments designed as educational multimedia according to split and focused attention. The study group was divided into two groups randomly. Then the data obtained from recall performance and eye tracking device were analyzed. The learners obtained higher recall performance in multimedia prepared according to focused attention type. It was revealed that the learners using multimedia in split or focused attention type showed no difference in terms of fixation numbers obtained from eye tracking device. It is observed that the learners focus more on pictures than texts.

🔖

Bu Makaleye Atıf Yap

BAYRAKTAR, D. M., BAYRAM, S. (2022). Evaluation of Multimedia Learning Environment Designed According to Different Attention Types via Eye Tracking Method. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 19 - Sayı: 2, 119–138. https://ajindex.com/articles/505047

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (13)

  1. Agostinho, S., Tindall-Ford, S., & Roodenrys, K. (2013). Adaptive diagrams: handing control over to the learner to manage split-attention online. Computers & Education, 64, 52–62.
  2. Akbulut, Y. (2011). Bilişsel yük kuramı ve çoklu ortam tasarımı. Dursun, Ö.Ö. ve Odabaşı, H.F. (Ed.), Çoklu Ortam Tasarımı, (37-55), Ankara:
  3. Pegem Akademi. Bayram, S. & Mutlu-Bayraktar, D. (2012). Using eye tracking to study on attention and recall in multimedia learning environments: the effects of design in learning. World Journal on Educational Technology, Vol 4, issue 2, 81-98.
  4. Biedert, R., Buscher, G., & Dengel, A. (2009) Hauptbeitrag / The Eyebook. The EyeBook Using Eye Tracking to Enhance the Reading Experience. Brickenkamp, R., & Zillmer, E. A. (1998). d2 Test of Attention. Göttingen, Germany: Hogrefe & Huber. Büyüköztürk, S., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, S. & Demirel, F. (2008). Bilimsel Arastırma Yöntemleri. Ankara:
  5. Pegem Akademi Yayınları.
  6. Büyüköztürk, Ş. (2006). Veri analizi el kitabı, 6. Baskı, Ankara:
  7. Pegem A Yayıncılık. Cierniak, G., Scheiter, K., & Gerjets, P. (2009). Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? Computers in Human Behavior, 25(2), 315-324.
  8. Crooks, S., Inan, F., Cheon, J., Ari, F. & Flores, R. (2012). Modality and cueing in multimedia learning: Examining cognitive and perceptual explanations for the modality effect, Computers in Human Behavior, 28(3), 1063–1071.
  9. Florax, M., & Ploetzner, R. (2010). What contributes to the split-attention effect? The role of text segmentation, picture labelling, and spatial proximity. Learning and Instruction, 20, 216-224. van Genuchten, E., Scheiter, K. & Schüler, A. (2012). Examining learning from text and pictures for different task types: Does the multimedia effect differ for conceptual, causal, and procedural tasks? Computers in Human Behavior, 28(6), 2209-2218.
  10. Ginns, P. (2005). Meta-analysis of the modality effect. Learning and Instruction, 15, 313- 331. Hillstrom, A.P., & Chai, Y.C. (2006). Factors that guide or distrupt attentive visual processing. Computers in Human Behavior, 22, 648-656.
  11. Huff, M., Bauhoff, V., & Schwan, S. (2012). Effects of split attention revisited: A new display technology for troubleshooting tasks. Computers in Human Behavior, 28, 1254-1261.
  12. Kalyuga, S. (2009). Cognitive load factors in instructional design for advanced learners. NY: Nova Science Publishers,
  13. Inc. Karakaş, S. & Ya