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Evaluating Multimedia Learning Materials in Primary Education using Eye Tracking
Abstract
The development of multimedia educational materials aimed at primary school students is of great importance today. The design, mainly of images and text, can influence the efficiency of these materials in the teaching-learning process. One of the most widespread theories that deals with the correct design of multimedia materials is the Mayer's Cognitive Theory of multimedia learning. In this research work we are interested in validating some of the principles enunciated by this theory in materials aimed at primary school students (children aged seven and eleven) and in the field of geometry teaching. For this purpose, we performed four experiments using the eye tracking technique in the data collection process. Using eye tracking, we can analyze how the process of the visual observation of multimedia contents is produced. The main contribution of this study is the proposal for the use of this evaluation method, which allows us to validate empirically and objectively (physiologically) aspects such as the comprehension process of multimedia content, the attention of the students while analyzing the information provided or the cognitive load of the supplied materials. Faced with questionnaires or surveys, which have been used traditionally to analyze the efficiency of multimedia materials and have a more subjective nature, eye tracking provides information not consciously controlled by the students. Its use is a particularly interesting and useful source of information in the case of children, allowing us to collect information on their interests and preferences, which is more difficult to obtain using traditional techniques.
... There are numerous studies related to multimedia learning and eye tracking that examined several principles such as multimedia, signaling, prior knowledge etc. of CTML for the integration of text and visuals in learning materials (Boucheix & Lowe, 2010;Jarodzka et al., 2010;Johnson & Mayer, 2012;Mason et al., 2013;Molina et al., 2018;Ozcelik et al., 2010;Schneider et al., 2018). However, there is limited research examining multimedia learning by using eye tracking with younger learners (Mason et al., 2013;Molina et al., 2018;Yang et al., 2018). ...
... There are numerous studies related to multimedia learning and eye tracking that examined several principles such as multimedia, signaling, prior knowledge etc. of CTML for the integration of text and visuals in learning materials (Boucheix & Lowe, 2010;Jarodzka et al., 2010;Johnson & Mayer, 2012;Mason et al., 2013;Molina et al., 2018;Ozcelik et al., 2010;Schneider et al., 2018). However, there is limited research examining multimedia learning by using eye tracking with younger learners (Mason et al., 2013;Molina et al., 2018;Yang et al., 2018). Most studies were conducted with university level students rather than target learner groups and learning materials included very concise visuals in Mayer's studies as well as short texts in materials used for other studies (Jarodzka et al., 2017). ...
... Eye tracking technology is a unique way to evaluate design principles in the CTML. There are numerous studies related to multimedia learning and eye tracking in the literature that examined several principles such as multimedia, signaling, prior knowledge etc. of the CTML for the integration of text and visuals in learning materials (Boucheix & Lowe, 2010;Jarodzka et al., 2010;Johnson & Mayer, 2012;Mason et al., 2013;Molina et al., 2018;Ozcelik et al., 2010;Schneider et al., 2018). Researchers investigated learning outcomes using several principles of multimedia learning such as signaling (e.g., Boucheix & Lowe, 2010;de Koning et al., 2010;Ozcelik et al.., 2010), prior knowledge (e.g., Canham & Hegarty, 2010;Jarodzka et al., 2010), the modality effect and the effect of pacing on learner's attention (e.g., Meyer et al., 2010;Schmidth-Weigand et al., 2010), color coding (e.g., Ozcelik, et al., 2009), and spatial contiguity (e.g., Johnson &Mayer, 2012). ...
This study investigated the effects of multimedia learning and visual design in a 6th grade science textbook on students' studying processes. This was accomplished by using eye tracking technology and by applying multimedia learning design and visual design principles to science textbooks. Eye tracking based testing was employed to evaluate the effects of multimedia learning and visual design principles on students' studying process as they interacted with the revised textbook chapter. The results revealed that the revised cell biology chapter facilitated answering achievement test questions and helped attentional focus on relevant images, as well as more successful integration of text and images during students' studying processes. These research findings can be used in the design process to develop science textbooks based on learner needs. The research also provides guidelines for designing similar multimedia learning materials. Thus, the research results may contribute both theoretical and practical implications for the multimedia learning design of science textbooks.
... Eye tracking research is a multi-disciplinary field that tracks eye movements in response to visual stimuli (Horsley et al., 2014). Data from eye-tracking allows researchers to validate empirically and objectively, how learners comprehend the multimedia content, the attention of the learner while analysing the multimedia content, and the cognitive demand of the content (Molina et al., 2018). Eye tracking is quite interesting as it provides a useful source of information in the case of children. ...
... Eye tracking is quite interesting as it provides a useful source of information in the case of children. This is because gathering information using the traditional techniques is more difficult especially when it involves children's interests and preferences (Molina et al., 2018). ...
... They also identified that although eye movements were linked to how students select, organise and integrate information presented through multimedia technologies, metacognition and emotions were rarely investigated with eye movements. Molina et al. (2018) used eye-tracking in evaluating multimedia use by primary school children. Some studies have used a combination of eye tracking data and verbal data in order to gain insight into the learners' cognitions during learning and how they perceived the learning material (Stark et al., 2018). ...
Access to quality education is still a major bottleneck in developing countries. Efforts at opening the access to a large majority of citizens in developing nations have explored different strategies including the use of multimedia technology. This paper provides a systematic review of different multimedia tools in the teaching and learning processes with a view to examining how multimedia technologies have proven to be a veritable strategy for bridging the gap in the provision of unrestricted access to quality education and improved learners' performance. The review process includes conducting an extensive search of relevant scientific literature, selection of relevant studies using a predetermined inclusion criteria, literature analysis, and synthesis of the findings of the various studies that have investigated how multimedia have been used for learning and teaching processes. The review examines various case study reports of multimedia tools, their success and limiting factors, application areas, evaluation methodologies, technology components, and age groups targeted by the tools. Future research directions are also provided. Apart from text and images, existing tools were found to have multimedia components such as audio, video, animation and 3-D. The study concluded that the majority of the multimedia solutions deployed for teaching and learning target the solution to the pedagogical content of the subject of interest and the user audience of the solution while the success of the different multimedia tools that have been used on the various target groups and subjects can be attributed to the technologies and components embedded in their development.
... Eye tracking can provide insight into behaviours and interactions with on-screen content and the surrounding environment [11]. The process through which humans make observations on multimedia content can be analysed via eye tracking [12], which is relevant for IPTV settings. In addition, ref. ...
... For example, one study [12] employs Tobii X60 (a model of eye tracker) to assess how students learn from multimedia sources. In the experiment, there are two groups of students from the second and sixth grades of Primary Education, and they are presented with four different sets of multimedia presentations that include verbal content. ...
Human-Computer Interaction (HCI) research has extensively employed eye-tracking technologies in a variety of fields. Meanwhile, the ongoing development of Internet Protocol TV (IPTV) has significantly enriched the TV customer experience, which is of great interest to researchers across academia and industry. A previous study was carried out at the BT Ireland Innovation Centre (BTIIC), where an eye tracker was employed to record user interactions with a Video-on-Demand (VoD) application, the BT Player. This paper is a complementary and subsequent study of the analysis of eye-tracking data in our previously published introductory paper. Here, we propose a method for integrating layout information from the BT Player with mining the process of customer eye movement on the screen, thereby generating HCI and Industry-relevant insights regarding user experience. We incorporate a popular Machine Learning model, a discrete-time Markov Chain (DTMC), into our methodology, as the eye tracker records each gaze movement at a particular frequency, which is a good example of discrete-time sequences. The Markov Model is found suitable for our study, and it helps to reveal characteristics of the gaze movement as well as the user interface (UI) design on the VoD application by interpreting transition matrices, first passage time, proposed 'most likely trajectory' and other Markov properties of the model. Additionally, the study has revealed numerous promising areas for future research. And the code involved in this study is open access on GitHub.
... Multimedia can be described as "the combination of various digital media types, such as text, images, sound and video, into an integrated multisensory interactive application or presentation to convey a message or information to an audience" [1] (Fig. 1). As multimedia technology has the advantages of integrating multiple types of information into an interactive interface and enabling users to communicate with computers in real time through multiple senses, increasingly scholars are committed to multimedia research [2][3][4][5][6]. Among them, multimedia education technology [7] is the application of multimedia resources and materials to education, which provides a variety of possibilities for students to intervene in the teaching and learning process (Fig. 2). ...
... With the Definition 6 we can get the layered number interval is [2,3], and according to the Definition 7, 9 16 < 5 2 , so the layered number is 2, and the corresponding LAA number is 2 ...
With the expansion of the epidemic, online multimedia teaching has become a common trend. The reasoning model of multimedia teaching evaluation is a useful tool to infer the result of teaching effects and predict the tendency. However, the ambiguity in the linguistic-valued evaluation leads to reasoning problems always in the context with uncertainty. To make the reasoning model better deal with multiple and multidimensional reasoning problems in uncertainty environment, while considering both positive evidence and negative evidence at the same time, this paper mainly focuses on a linguistic truth-valued intuitionistic fuzzy layered aggregation (LTV-IFLA) reasoning method. First, based on the layered linguistic truth-valued intuitionistic fuzzy lattice (LTV-IFL), we realize aggregating the linguistic truth-valued information through the layered average aggregation (LAA) operator presented by this paper. Furthermore, a layered weighted average aggregation (LWAA) operator is proposed to consider setting different weights to achieve personalization of the reasoning results. Finally, a multiple multidimensional reasoning model which simulates the reasoning of human language is presented to illustrate the method’s rationality and validity.
... Children used visual information so that the pictures concretize the narration, thereby enabling dual-coding information processing. Molina et al. (2018) used eye-tracking to analyze how the process of the visual observation of multimedia contents. They proposed that eye-tracking allowed us to validate empirically and objectively aspects such as the comprehension process of multimedia content, the attention of the students while analyzing the information provided or the cognitive load of the supplied materials. ...
... Eye-tracking techniques can record temporal and spatial human eye movements, including pupil, blink, fixation, saccade and regression status. Among these, pupil size, blink rate, fixation rate, fixation duration, saccade rate, saccade duration, saccade amplitude and regression rate are the most frequently reported eye-tracking data (Jacob and Karn, 2003) and could be recognized as the primary indicators for identifying learners' status information (Zhan, 2013;Zhan et al., 2016;Molina et al., 2018). Thus, this study focuses on analyzing these eight eye-tracking indicators. ...
Purpose: This paper investigated the individual difference on digital reading, by examining the eye tracking records of male and female readers with different reading ability (including their pupil size, blink rate, fixation rate, fixation duration, saccade rate, saccade duration, saccade amplitude, and regression rate).
Design/methodology/approach: A total of 74 participants were selected according to 6,520 undergraduate students’ university entrance exam scores and the follow-up reading assessments. Half of them are males and half are females, with the top 3% good readers and the bottom 3% poor readers, from different disciplines.
Findings: Results indicated that the major gender differences on reading abilities were indicated by saccade duration, regression rate, and blink rate. The major effects on reading ability have larger effect size than the major effect on gender. Among all the indicators that have been examined, blink rate and regression rates are the most sensitive to the gender attribute, while fixation rate and saccade amplitude showed least sensitiveness.
Originality/value: This finding could be helpful for user modeling with eye-tracking data in intelligent tutoring systems, where necessary adjustment might be needed according to users' individual difference; In this way, instructors could be able to provide purposeful guidance according to what the learners had seen, and personalize the experience of digital reading.
Keywords: Gender Difference; Reading Ability; Eye Movement; Individual Difference; Eye Tracking; Digital Reading
... It can offer an insight into the behaviours and interactions with onscreen material and environmental surroundings [8]. Through using eye tracking, the process of how human beings generate observations on multimedia content can be analysed [9], which is relevant for IPTV scenarios. In addition, [10] introduces a method of using eye movements data to evaluate interface usability. ...
... In recent years, it has been applied to numerous areas of research and commercial applications. For instance, one study [9] uses Tobii X60 (an eye tracker model) to evaluate how students learn from multimedia materials. Furthermore, in [10] eye tracking has been used as a method of evaluating webpage usability. ...
Eye tracking technologies are widely used in studies on Human-Computer Interaction (HCI). To get a better understanding of TV customer experience, a study was conducted at the BT Ireland Innovation Centre in which an eye tracker was used to record user interactions with a video-on-demand application, the BT Player. This paper presents the analysis of eye movement data integrated with the layout information from the BT Player. A Discrete Time-Markov Chain is applied to the dataset as the eye tracker records each gaze movement at a particular frequency, which can be regarded time-discrete. The Markov model is found to fit well to the dataset and reveals new insights, including the most likely gaze trajectory and how some application features attract attention in preference to others. The analysis has also identified several potential areas for further work.
... If the user is distracted by secondary elements, the main message may not be transferred. In the past, many different subjective and objective methods have been used to determine the communication value of photographs, one of which is eye-tracking Molina et al., 2018;Mañas-Viniegra, Veloso & Cuesta, 2019;Mitu & Bota, 2021;Loceye, 2022). In order to conduct such a study, many resources are needed: the main difficulties are the number of people we need to test in order to get a representative result and the time needed for the measurements. ...
The goal of the study was to determine how close the eye-tracking results predicted by the AI model are to actual measurements and whether they can be used in scientific research or in real business cases. The study was based on a carefully prepared photo database of 30 photos of varying complexity and colour. The photos were shown to 110 participants (age and gender evenly distributed), and eye-tracking device (Tobii X120) was used to measure how the photos were viewed. In comparison, the same photos were tested using an AI-based application (Expoze.io). The final results show the comparison between the heatmaps and transparent gaze visualisations of the collected data with the two used measurement methods. Suggestions are made in which cases and how the two described methods should be used.
... Currently, interactive multimedia has been widely used in learning. Multimedia combines various media types, such as text, images, and audio, into a multisensory interactive application or presentation to convey messages or information to an audience (Molina et al., 2018;Suhairi et al. 2020). It is because learning multimedia can accommodate all types of learning media and is also believed to help students in their learning activities (Manurung and Panggabean 2020;Widodo et al. 2020). ...
em>The current era is entering a fast-paced and uncertain period. In that era, it has a significant impact on learning. One of the impacts is online learning. However, online learning raises various kinds of problems in its implementation. Student learning independence is one of the problems that arise and must be resolved immediately. If student learning independence cannot be appropriately handled, learning outcomes will also be affected. From the observations, independent learning in students also causes low learning outcomes obtained. Thus, interactive multimedia is here to solve the problem of independent learning in students. Interactive multimedia can help students to learn independently. Interactive multimedia does not only act as a passive means of knowledge but also can be a solution for students to understand introductory learning media courses. The development model used was the Lee & Owens model. The research design in this study was a one-group pretest-posttest design. The results of this study were valid and effective interactive multimedia products and increased student independence. The implication of improving student learning independence ultimately impacts increasing student learning outcomes. </em
... Multimedia pembelajaran saat ini telah banyak digunakan dalam pembelajaran. Multimedia merupakan perpaduan dari berbagai jenis media yang ada seperti tulisan, grafis, dan suara ke dalam suatu aplikasi ataupun presnetasi yang interaktif multisensori untuk menyampaikan pesan kepada audiens (Molina et al., 2018). ...
Since COVID-19 was declared a pandemic by the Indonesian government, the learning system has undergone adjustments. Learning from home with an online system is an alternative solution that can be applied. The research describes the results of developing interactive multimedia based on mobile devices. This development aims to provide a variety of learning media that can be collaborated with online methods. The research subjects were fourth-grade students, SDN 1 Babat Jerawat Surabaya. The development model used is an adaptation of Lee Owens. The development product was tested on media experts, material experts, and potential users. The trial aims to measure the validity of the media. The validation results from media experts obtained 88.24%, material expert validation obtained a score of 90.38%, and user trials obtained a score of 79.89%. Furthermore, the effectiveness of using media in learning is measured by conducting pre-tests and post-test on students. The percentage increase in the value obtained a score of 95%. Thus the interactive multimedia based on mobile devices developed has high effectiveness in improving student learning outcomes.
... A pesquisa de [Molina et al. 2018] estudou como estudantes reagem a imagens e textos contidos em material multimídia. Um teste prévio foi realizado para identificar a expertise de cada aluno. ...
Em função da pandemia da COVID-19 e a necessidade de medidas de prevenção da doença, escolas e faculdades implantaram ensino mediado pela Internet (ensino online). O rastreamento ocular é uma técnica que registra os movimentos oculares de um indivíduo, calculando onde ele está olhando em um determinado momento. Este trabalho apresenta o resultado da investigação do comportamento ocular de 10 estudantes de escola pública com idades entre 15 e 17 anos, submetidos ao ensino presencial (5 estudantes) e ao ensino online (5 estudantes). Os 2 grupos assistiram 1 aula expositiva com duração de 32 minutos e os seus movimentos oculares foram rastreados. O conhecimento de cada aluno sobre o assunto apresentado foi avaliado antes e depois. Os resultados mostram que os 2 grupos aprenderam satisfatoriamente. Sobre o comportamento ocular, observou-se que os 2 grupos apresentaram um comportamento similar, com maior concentração do olhar no rosto do professor. Porém essa concentração não foi a mesma: no ensino presencial o professor recebeu 30,52% do total de fixações, enquanto que no ensino online o percentual foi de 23,40%.
... Furthermore, integrated eye trackers in such setups open up additional opportunities to investigate students' gazing behavior in standardized and yet realistic environments, ultimately offering an in-depth understanding of individual differences in learning, e.g., CT skill development. Indeed, eye-tracking technology has already been used in variety of educational applications for studying learning processes, training, and assessment, such as in mathematics education (Strohmaier et al. [96]), medical education (Ashraf et al. [95]), multimedia learning (Molina et al. [239]). ...
Virtual reality (VR) is not a new technology but has been in development for decades, driven by advances in computer technology. Currently, VR technology is increasingly being used in applications to enable immersive, yet controlled research settings. Education and entertainment are two important application areas, where VR has been considered a key enabler of immersive experiences and their further advancement. At the same time, the study of human behavior in such innovative environments is expected to contribute to a better design of VR applications. Therefore, modern VR devices are consistently equipped with eye-tracking technology, enabling thus further studies of human behavior through the collection of process data. In particular, eye-tracking technology in combination with machine learning techniques and explainable models can provide new insights for a deeper understanding of human behavior during immersion in virtual environments. In this work, a systematic computational framework based on eye-tracking and behavioral user data and state-of-the-art machine learning approaches is proposed to understand human behavior and individual differences in VR contexts. This computational framework is then employed in three user studies across two different domains. In the educational domain, two different immersive VR classrooms were created where students can learn and teachers can train. In terms of VR entertainment, eye movements open a new avenue to evaluate VR locomotion techniques from the perspective of user cognitive load and user experience. This work paves the way for assessing human behavior in VR scenarios and provides profound insights into the way of designing, evaluating, and improving interactive VR systems. In particular, more effective and customizable virtual environments can be created to provide users with tailored experiences.
... Furthermore, integrated eye trackers in such setups open up additional opportunities to investigate students' gazing behavior in standardized and yet realistic environments, ultimately offering an in-depth understanding of individual differences in learning, e.g., CT skill development. Indeed, eye-tracking technology has already been used in variety of educational applications for studying learning processes, training, and assessment, such as in mathematics education (Strohmaier et al., 2020), medical education (Ashraf et al., 2018), multimedia learning (Molina et al., 2018). ...
Understanding existing gender differences in the development of computational thinking skills is increasingly important for gaining valuable insights into bridging the gender gap. However, there are few studies to date that have examined gender differences based on the learning process in a realistic classroom context. In this work, we aim to investigate gender classification using students’ eye movements that reflect temporal human behavior during a computational thinking lesson in an immersive VR classroom. We trained several machine learning classifiers and showed that students’ eye movements provide discriminative information for gender classification. In addition, we employed a Shapley additive explanation (SHAP) approach for feature selection and further model interpretation. The classification model trained with the selected (best) eye movement feature set using SHAP achieved improved performance with an average accuracy of over 70%. The SHAP values further explained the classification model by identifying important features and their impacts on the model output, namely gender. Our findings provide insights into the use of eye movements for in-depth investigations of gender differences in learning activities in VR classroom setups that are ecologically valid and may provide clues for providing personalized learning support and tutoring in such educational systems or optimizing system design.
... Topik cerita fiksi yang dikemas dengan gambar ilustrasi pendukung serta materi yang lengkap, telah membantu siswa dalam memahami materi khususnya cerita fiksi. Ilustrasi pendukung berperan memperjelas maksud materi (Fauyan, 2019;Molina et al., 2018;Rachmadtullah, 2018). Penggunaan media pembelajaran membantu efektifitas komunikasi dan interaksi yang dilakukan guru dalam menyampaikan pengetahuan serta keterampilan yang wajib dikuasai siswa (Lumbantobing et al., 2019;Nikmatillah, 2018;Sholeh, 2019). ...
Kurangnya media yang mendukung literasi baca tulis terintegrasi membuat pembelajaran menjadi berfokus pada pemberian materi saja dan berdampak pada penurunan hasil belajar peserta didik. Adapun tujuan dari penelitian ini yakni untuk mengembangkan media digital choice board yang valid, praktis, dan efektif pada topik cerita fiksi berbasis literasi baca tulis kelas IV. Penelitian ini tergolong kedalam jenis penelitian pengembangan yang dikembangkan dengan model AADIE. Subjek yang terlibat dalam penelitian ini yakni 2 ahli media, dan 2 ahli materi serta subjek uji coba yaitu 1 guru dan 30 siswa. Pengumpulan data dalam penelitian dilakukan menggunakan metode observasi, wawancara, kuesioner dengan instrument penelitian berupa instrument ahli media dan ahli materi yang diajikan menggunakan skala likert. Analisis data penelitian dilakukan dengan teknik analisis deskriptif kuantitatif dan inferensial. Hasil penelitian menunjukkan bahwa validitas ahli media sebesar 94% (sangat baik), ahli materi sebesar 97,5% (sangat baik). Untuk respon guru sebesar 95,6% dan siswa sebesar 95% (sangat baik). sehingga dapat disimpulkan bahwa, penggunaan digital choice board pada topik cerita fiksi berbasis literasi baca tulis dinyatakan efektif dalam proses pembelajaran di kelas IV.
... Sejalan dengan pendapat Molina et.al (2018) multimedia merupakan kombinasi dari berbgai jenis media seperti teks, gambar suara dan audio ke dalam aplikasi atau presentasi interaktif multisensori untuk menyampaikan pesan atau informasi kepada audiens. Dengan tampilan interaktif diharapkan siswa akan tertarik dan lebih memahami pada materi yang diberikan. ...
Penelitian ini bertujuan untuk mengetahui pengaruh Multimedia Interaktif terhadap prestasi belajar siswa kelas IV tema 7. True Eksperimental design adalah metode yang digunakan pada penelitian ini. Faktor yang mendorong peneliti untuk melakukan penelitian dikarenakan rendahnya prestasi belajar siswa kelas IV di SDN 01 Ploso pada tema 7. Jumlah siswa kels eksperimen di SDN 01 Ploso berjumlah 17 dan kelas kontrol SDN 02 Ploso berjumlah 17. Teknik pengumpulan data dilakukan dengan memberikan soal tes pilihan ganda berjumlah 20 soal. Untuk pengumpulan data kelas kontrol dilaksanakan di SDN 02 Ploso. Setelah data hasil tes dianalisis menggunakan uji-t diperoleh Thitung 4.317 > 2.131 Ttabel. Rata-rata nilai kelas eksperimen berjumlah 81.76 sedangkan kelas kontrol berjumlah 66.18. Siswa yang lulus KKM pada kelas eksperimen lebih banyak setelah diterapkan multimedia interaktif sebanyak 16 siswa dibandingkan dengan kelas kontrol yang hanya 4 siswa, sehingga penggunaan multimedia interaktif berpengaruh terhadap prestasi belajar siswa. Kata Kunci: multimedia interaktif, prestasi belajar, sekolah dasar The Effect Of Interactive Multimedia on The Learning Achievement of Elementary School Students Abstract This study aims to determine the effect of interactive multimedia on student achievement in grade IV theme 7. True experimental design is the method used in this study. The factor that encourages researchers to conduct research is due to the low learning achievement of grade IV students at SDN 01 Ploso on theme 7. The number of experimental class students at SDN 01 Ploso is 17 and the control class at SDN 02 Ploso is 17.Data collection techniques are carried out by providing selected test questions.
... Insights into what e-sources are effective are provided by Richard Mayer's Cognitive Theory (Mayer, 2012), which has been empirically validated by Molina et al. (2018) for its use in primary education students in the field of geometry teaching. The study (Molina et al., 2018, p. 57) also stated that if texts and images are close together there is more efficient retention of content; when a slide is presented orally instead of as written text, there is more efficient retention of content; if images and oral narration are combined in a presentation, rather than images, oral narration and written text, there is greater efficiency in retaining content; and if text and images are presented together, instead of only text, a higher efficiency in content retention is achieved. ...
In this article we report on a qualitative survey in a primary school based on observation in the classrooms and interviews with teachers. The aim was to find out what e-sources teachers were using during the mandated distance learning in the context of the Covid-19 pandemic and immediately after students returned to school, and how and why they were using them. The results show that teachers are not very familiar with the range of complex e-textbooks and their additional digital support offered by publishing houses. They believe they can find fun and interactive exercises on the internet on their own and in practice they do so, often unsystematically. The teachers’ main criteria for selecting sources are attractiveness, fun and interactivity. The research shows that in the flood of different e-resources that teachers can use, it is more crucial that the textbook plays a coordinating role. Within it, it is important to offer teachers high quality and goal-oriented resources that they can adapt, combine, and compile according to their own discretion and the needs of their classroom. At the same time, there is a need to focus teacher training on developing competences to work with diverse and fragmented resources.
... The use of eye-tracking in this study provided direct evidence of the actual task completion process, which allowed us for a better evaluation of their calibration accuracy. The eye-tracking method has become a popular way of analyzing online search behaviors, such as strategies used throughout this process (Hautala et al., 2018), information evaluation (Molina et al., 2018), as well as web search skills (Matsuda et al., 2019). However, few studies use eye-tracking techniques to explore metacognitive judgment in online search settings. ...
Metacognitive judgment of one’s online search process (calibration) is an important element of searching efficiency. This study investigated Chinese university students’ calibration during online information search. Fourteen students s were asked to search answers for three assigned tasks. Immediately after the search, all participants attended individual interviews about their search behavior. Based on eye-tracking data of the actual search process, three profiles of searchers were identified: surface explorers, deep explorers, and smooth searchers. Eye-tracking and retrospective interview data were analyzed to examine the participants’ level of calibration. Results showed that the participants were not able to calibrate well on their searching process, with a mean score of 3.64 out of 10.0 (SD = 1.91), suggesting a mediocre level of calibration capacity. A moderate level of positive relationship (r = .42, p > .05) was also found between calibration scores and search performance scores, implying a general pattern wherein the high calibration group tended to perform better than the low calibration group. The findings called for integrating metacognitive judgment as a component of improving computer information literacy which, accordingly, could be used to enhance students’ ability to think critically about seeking and evaluating information.
... Based on the information-processing capabilities detected, instructors can enhance and optimize instructional material design, particularly multimedia materials that can more easily capture learner attention and be absorbed by learners. In Molina et al. (2018), an eye tracker evaluates multimedia material efficiency by validating empirically and physiologically aspects (e.g., multimedia content comprehension) of students' attention "while analyzing the information provided or the cognitive load of the supplied materials (p. 45)." ...
The diversity and advance of information, communication, and analytical technologies and their increasing adoption to assist instruction and learning give rise to various technology-driven conferences (e.g., artificial intelligence in education) in educational technology. Previous reviews on educational technology commonly focused on journal articles while seldom including mainstream conference papers which also contribute to an important part of scientific output in computer science and emerging disciplines like educational technology and are equally and even more important than articles in knowledge transmission. Hence, conference papers should also be included in bibliometric studies to produce a complete and precise picture of scientific production concerning educational technology. This study, therefore, uses bibliometrics and topic modeling to analyze papers from mainstream conferences, including Artificial Intelligence in Education, Learning Analytics and Knowledge, Educational Data Mining, Intelligent Tutoring System, and Learning at Scale, focusing on contributors, collaborations, and particularly research topics and topic evolutions to inform relevant stakeholders about educational technology’s development and its future. Results indicate promising areas like affective computing and behavior mining for adaptive instruction, recommender systems in personalized learning recommendations, eye-tracking for cognitive process diagnosis, videos for feedback provision, and natural language processing in discourse analysis and language education.
... Learning is a process that students engage in in order to accomplish learning objectives (Anggrellanggi et al., 2020;Molina et al., 2018). Students are involved in problem solving through the design of artifacts in project-based learning (Chao et al., 2017;Koh et al., 2010). ...
Students and lecturers cannot do direct learning. It is an obstacle in the delivery of material by the lecturer. The purpose of this research is to develop learning in the Digital Learning Learning Media course. This research uses development research—the model development used by ADDIE (Analyze, Design, Development, Implementation, Evaluation). The research subjects are three experts, which include material experts, media experts, learning design experts. The subject of the product trial is students. The methods used to collect data are observation, questionnaires, and tests. The instruments used to collect data are questionnaires and test sheets. The technique used to analyze the data is descriptive qualitative, quantitative, and statistical analysis. The results of the material expert test are 90% with the "very good" category. 90% "very good" learning design expert test, 90% media expert test in the "very good" category, and 95% student trials in the "very good" category. Based on data analysis, learning media for learning media is proven to be effective in learning. This finding proves a difference between the control class tcount value which is smaller than the experimental class tcount (3,558 < 5,610). The development of online learning can be helpful for students in carrying out learning caused by the limitations of distance and time. This bold course has innovative values, including independent online practice tests using camera simulators equipped with audio and video to make learning more interactive.
... The integration of local wisdom into the materials allow students to get a holistic and meaningful learning that in turn will make them aware of their surrounding environment. The right learning design will lead to a more efficient learning [16], make students more independent [12], motivated and perform better learning outcomes and more meaningful [11]. Ausubel relates a meaningful learning process to a process of linking new materials into relevant concepts in ones' cognitive structure and this way enables them to grasp the information or knowledge better. ...
The number of online encyclopedias is still limited and generally, they are not too interesting to be read by students since they tend to load information about unfamiliar animals for students. This paper seeks to describe the use of local wisdom based electronic encyclopedia as a learning media in the Science subject in Elementary school. This research was conducted on elementary school students in the city of Malang with 82 people using data collection instruments. Such as questionnaires and observation sheets. The research was carried out through several stages, namely the analysis stage, production stages, product design and evaluation stage. The finding show that local wisdom-based animal based e- encyclopedia are good in terms of content, presentation, language and the use of online encyclopedia triggers students to be more motivated and enthusiastic to learn during the learning process. The familiar contents and concepts given made a more meaningful learning process for students.
... Schindler and Lilienthal (2019) used the method to explore how the student solved geometry problems. Molina et al. (2018) applied the eye-tracking technique to analyze mathematics learning with multimedia material on the topic of geometry at the primary level. These authors all agreed that the eye-tracking methods provide process information valuable for interpreting learners' performances. ...
Although AR technology seems to be promising for helping students learn complicated and abstract concepts, whether the positive effects of this new technology can be applied to the learning of three-dimensional geometric concepts, and what factors might mediate its effectiveness are questions worth further investigation. This study used the eye-tracking method to examine middle school students’ learning of three-dimensional geometric concepts with AR-based instruction in comparison with a group of students who learned via paper-based instruction. Motivation and conceptual achievements were assessed using the Instructional Materials Motivation Survey (IMMS) questionnaire and Geometry Achievement Test (GAT), respectively. The results showed that while AR learners performed the same as the paper-based learners in the post concept test, the two groups differed significantly in terms of their motivation orientations and visual attention patterns. AR students were more satisfied with and engaged more in the corresponding instruction. To explore in-depth the effectiveness of the AR system, the AR participants were divided into improved and unimproved learners. The former displayed higher confidence in and perceived greater relevance of the AR instruction. Their attention to and engagement in the simple geometric concepts was higher. Correlation and regression analyses indicated that the performance of paper-based learners was affected by their visual attention, while the performance of the AR learners was predicted by their beliefs in the relevance of the material to the learning goals. Noticeably, for the AR learners, their motivation was significantly associated with their visual attention.
... Eye tracking has been used to improve the computer-aided learning and testing of educational environments, has increased the expertise for development in visual domains, such as medicine or computer games, and has recently been also used to promote visual eye movement modelling examples [21]. The measurements of eye tracking are used for example to analyze how the process of the visual observation of multimedia content is produced, also to validate empirically aspects such as the understanding process of multimedia content and the attention of the pupils while analyzing the given resources or the cognitive load of the educational materials [22]. A suitable design of educational materials may favor the acquisition of information and knowledge by students [23]. ...
This article presents a study on in-service professional development of Lithuanian secondary school language teachers. The motivation is based on the understanding of language education as a highly interactive, complex process that requires a teacher’s digital literacy skills combined with integrated instructional approaches. This requires the implementation of a set of professional development activities. As a research methodology, we use a mixed method approach based on collecting eye tracking data in the first phase and, then, focus on comparative teacher self-reflection using data analysis and qualitative interviews. Finally, based on the collected qualitative and quantitative data, educational experts develop and present recommendations on the scope and direction of professional development. As a result of this study, a comprehensive set of the eye tracking data from the experiment involving 93 participants in total and 23 recorded lessons is presented. This includes variables such as number of visits, time to first fixation, number of fixations, and fixation duration vertically and horizontally. The discussion presents the results of the qualitative part of the study, including comprehensive teachers’ feedback. In conclusion, an integrated training program for in‑service language teachers is presented, including an eye tracking experiment that provides data for extensive self-reflection and feedback.
... The technology has improved in accuracy and usefulness [39][40][41], enabling widespread application. Examples of areas of application are health and safety [36], retail [42,43], medical [44][45][46], education [47][48][49], neuroscience and psychology [50,51], marketing and advertisement [52], conservation and animal welfare [53], construction [54], automotive [55], aerospace [54,56], maritime [54], consumer electronics [57,58], tourism [59] and security [60]. Eye tracking helps illuminate the visual processes of perception [36,61], task-specific human behaviour [62] and cognitive processing during complex tasks [62,63]. ...
Background—The visual inspection of aircraft parts such as engine blades is crucial to ensure safe aircraft operation. There is a need to understand the reliability of such inspections and the factors that affect the results. In this study, the factor ‘cleanliness’ was analysed among other factors. Method—Fifty industry practitioners of three expertise levels inspected 24 images of parts with a variety of defects in clean and dirty conditions, resulting in a total of N = 1200 observations. The data were analysed statistically to evaluate the relationships between cleanliness and inspection performance. Eye tracking was applied to understand the search strategies of different levels of expertise for various part conditions. Results—The results show an inspection accuracy of 66.8% and 86.8% for clean and dirty blades, respectively. The statistical analysis showed that cleanliness and defect type influenced the inspection accuracy, while expertise was surprisingly not a significant factor. In contrast, inspection time was affected by expertise along with other factors, including cleanliness, defect type and visual acuity. Eye tracking revealed that inspectors (experts) apply a more structured and systematic search with less fixations and revisits compared to other groups. Conclusions—Cleaning prior to inspection leads to better results. Eye tracking revealed that inspectors used an underlying search strategy characterised by edge detection and differentiation between surface deposits and other types of damage, which contributed to better performance.
... So ET videos provided an experience in which teachers could reflect on these different demands to help students overcome their difficulties. Many studies suggest eye movements analysis benefit a closer look at the aspects underlying the learning experiences and mathematical difficulties (Andra et al., 2009;Molina et al., 2018;Schindler and Lilienthal, 2018;Beach and McConnel, 2019;Sprenger and Benz, 2020;Strohmaier et al., 2020). Similarly, all teachers said that ET would be helpful in schools as a teaching aid tool because it allows for a better understanding of children's attention patterns and the different reasoning strategies. ...
This Perspective article discusses the possible contributions of eye-tracking (ET) to the field of Educational Neuroscience based on an application of this tool at schools. We sought to explore the teachers’ view of ET videos recorded while students solved mathematical problems. More than 90% of the teachers could predict with great accuracy whether the students had answered the questions correctly or not based solely on the information provided by the ET videos. Almost all participants tried to translate the students’ thoughts to understand the strategy used by the children. Our results highlight the relevance of qualitative analysis to identify the gaze strategies used by students. We propose that ET allows teachers to gain critical feedback about students’ behavior during problem-solving. Most previous studies tend to emphasize the benefits of ET applications to explore learners’ cognition. Our findings point that this system can also be useful to investigate teachers’ cognition by providing metacognitive experiences.
... This learning multimedia can be run offline on a computer with minimal specifications. Learning multimedia are equipped with pictures, sound, and moving pictures or animations that can attract and facilitate students' interest in learning (Milovanovic et al., 2016;Molina et al., 2018;Mawardi, Iriani, & Daryati, 2019). The design of this learning multimedia uses Lectora Inspire Software (Nursidik, & Suri, 2018;Umarella, Rahmawati, & Susilowati, 2019), with the consideration that this software has various advantages compared to other multimedia learning software (Romadhan, & Rusimamto, 2015). ...
Learning is more interesting and helps foster a sense of enthusiasm for learning is the role of multimedia. This study aims to design multimedia learning on the subject of Computer Networks and Data Communication for informatics education students. This type of research uses a development research approach, this research will only focus on stage I, namely designing multimedia learning. Designing multimedia learning in computer networking and data communications subject using Lectora Inspire Software. Furthermore, validation is carried out based on expert trials, on aspects of software engineering, aspects of application design, aspects of visual communication. The results of designing multimedia learning in the subject of Computer Networks and Data Communication for informatics education students are valid, feasible, easy to use, and very friendly. So that with this multimedia learning design greatly contributes to learning in informatics education.
... Similarly,Luckin et al. (2016) make the case that by using eye-tracking, gesture recognition, and facial expressions, AI can detect a student's engagement in the classes and their studies. While this is not currently being implemented in classrooms, research is beginning to show positive results that AI may be useful in measuring engagement(Sharma et al., 2020;Molina, Navarro, Ortega, & Lacruz, 2018;Kok & Jarodzka, 2017;Thomas & Jayagopi, 2017). ...
... Sejalan dengan pendapat Molina et.al (2018) multimedia merupakan kombinasi dari berbgai jenis media seperti teks, gambar suara dan audio ke dalam aplikasi atau presentasi interaktif multisensori untuk menyampaikan pesan atau informasi kepada audiens. Dengan tampilan interaktif diharapkan siswa akan tertarik dan lebih memahami pada materi yang diberikan. ...
Abstrak Bahasa Indonesia:
Penelitian ini bertujuan untuk mengetahui pengaruh Multimedia Interaktif terhadap prestasi belajar siswa kelas IV tema 7. True Eksperimental design adalah metode yang digunakan pada penelitian ini. Faktor yang mendorong peneliti untuk melakukan penelitian dikarenakan rendahnya prestasi belajar siswa kelas IV di SDN 01 Ploso pada tema 7. Jumlah siswa kels eksperimen di SDN 01 Ploso berjumlah 17 dan kelas kontrol SDN 02 Ploso berjumlah 17. Teknik pengumpulan data dilakukan dengan memberikan soal tes pilihan ganda berjumlah 20 soal. Untuk pengumpulan data kelas kontrol dilaksanakan di SDN 02 Ploso. Setelah data hasil tes dianalisis menggunakan uji-t diperoleh Thitung 4.317 lebih besar dari 2.131 Ttabel. Rata-rata nilai kelas eksperimen berjumlah 81.76 sedangkan kelas kontrol berjumlah 66.18. Siswa yang lulus KKM pada kelas eksperimen lebih banyak setelah diterapkan multimedia interaktif sebanyak 16 siswa dibandingkan dengan kelas kontrol yang hanya 4 siswa, sehingga penggunaan multimedia interaktif berpengaruh terhadap prestasi belajar siswa.
Abstrak in English:
This study aims to determine the effect of interactive multimedia on student achievement in grade IV theme 7. True experimental design is the method used in this study. The factor that encourages researchers to conduct research is due to the low learning achievement of grade IV students at SDN 01 Ploso on theme 7. The number of experimental class students at SDN 01 Ploso is 17 and the control class at SDN 02 Ploso is 17.Data collection techniques are carried out by providing selected test questions. doubles totaling 20 questions. The data collection for the control class was carried out at SDN 02 Ploso. After the data from the test results were analyzed using the t-test, it was obtained that tcount was 4.317 greater than 2.131 t table. The average score for the experimental class was 81.76, while the control class was 66.18. There were more students who passed the KKM in the experimental class after implementing interactive multimedia as many as 16 students compared to the control class which only 4 students, so the use of interactive multimedia had an effect on student achievement.
... The use of eye tracking in the study of multimedia educational materials is a very promising field. In particular, it has been very effective in studies aimed at primary school students, in the field of mathematics teaching [23,24]. ...
Through a series of projects carried out by the Computer-Human Interaction and COllaboration (CHICO) group of the University of Castilla-La Mancha, some proposals are presented to improve the current e-Learning systems by making use of different paradigms of human-computer interaction. Synchronous and asynchronous collaborative systems, ubiquitous computing, and augmented reality can improve the current learning environments. The use of artificial intelligence mechanisms for both learner support and assessment complements these techniques. Emphasis is also placed on the use of automatic application generation techniques using models.
... For that reason, as a conclusion of this research, the development of integrated offline learning multimedia with natural sciences on straight motion materials can improve student learning outcomes. As the preveous research from (Molina, 2018) the design of multimedia materials can influence in the learning efficiency. ...
The research about development of integrated offline leaning multimedia aims to improve student learning outcomes and facilitate the learning process effect of use science materials teaching used multimedia software to improve students achievement. The subject of this research is VIIIB class with 22 numbers at Ranoyapo 2 State Junior High School. The research use Research and Delevopment (R & D) method with design by subject of experiment and seven models of development by Brog and Gall. This model consist of 7 step that are 1) Planning 2) Exploration study 3) Product development 4) Validation, 5) Data collection and analysis, 6) Product revition and 7) Dessimination. This integrated offline learning multimedia has been test by materials and media expert with questioner and has been revision. After that, the integrated offline learning multimedia has been tested by students in class VIIIB to known the student respons and student achievement with straight motion materials at sciences lesson. In the real class, students have given two treatments also called one period and two period. One period, students has teached by conventional models by commonly media used and Second period, students has teached used integrated offline learning multimedia that is research produce. The significant of normality by first period is 0.070 and the second is 0.133 is higher than the 0.05 of degree so that we conclusion that both of period are normal distribution. The analysed of this research used SPSS application be obtained significansi<0.05 so H0 is rejected and H1 is accepted, so the conclution said that there is a significant influence on student learning outcomes between teached by integrated offline leaning multimedia models and teached by conventional models.
... Los avances tecnológicos han abierto posibilidades para los docentes en todos los niveles y campos (Baş, Kubiatko, & Sünbül, 2016). El uso de la tecnología en el aula puede mejorar la enseñanza de los estudiantes y hacer posible que los maestros creen un aprendizaje atractivo y versátil (Molina, Navarro, Ortega, & Lacruz, 2018), (Tanak, 2018). (Tudor L. S., 2015)Las herramientas informáticas permiten a los maestros crear y utilizar materiales electrónicos que brinden información en forma de texto e imágenes, elementos en movimiento (Fidan & Tuncel, 2019), así como información verbal sincronizada, con la finalidad de mejorar los procesos cognitivos para la comprensión y el aprendizaje significativo (Rawendy, Ying, Arifin, & Rosalin, 2017), (Luzón & Letón, 2015). ...
La finalidad de este trabajo es el avance y progreso de la literatura en cuanto a la multimedia en la enseñanza de bachillerato. La bibliografía publicada en 10 de las principales revistas de la base de datos ScienceDirect se obtuvo de manera directa, por medio de las palabras claves “multimedia”, “enseñanza” y “bachillerato”, con sus respectivos sinónimos. La información correspondiete a autores, títulos, subtítulos, fuentes, citas, etc., fue registrada en MS-Excel para su debido análisis. En este estudio se encontraron 117 artículos con relación al tema en estudio publicados en los años 2015 – 2019. Se presenta que el año 2015, fue el más productivo, con 40 artículos. La revista que resalta es Computers & Education, con 29 artículos; considerándola como base para el estudio, también se descata a los autores Hew Teck-Soon y Ke Fengfeng con más publicaciones. Este documento aporta información confiable y original sobre la multimedia en la enseñanza de bachillerato.
... According to [17] and [18], electronic communication information technology that is interesting, fun and contains authentic materials for the digital society is a key factor in the success of the 21 st -century learning environment. Multimedia is a combination of various types of digital media such as point set, text, sound, images, and videos into interactive applications or presentations by presenting verbal and non-verbal information to the audience [18] [19]. An interesting learning model that also supports the development of students' CTS like Problem-Based Learning model must be accompanied by multimedia. ...
This research aims to determine the effect of the use of the PBL-based multimedia and learning motivation on the students’ critical-thinking skills in elementary school. This research method is quasi-experimental with the 2×2 factorial design of ANOVA. The sample in this research consisted of 66 students with 31 control-class students and 35 experimental-class students with a total sampling technique. The data collection techniques were the open-ended critical-thinking skill test and learning motivation questionnaire. The data analysis technique used was a prerequisite test and research hypothesis test. The prerequisite tests include normality and homogeneity tests. The research hypothesis test used a Two-Way ANOVA. The results of this research showed that there is the influence of multimedia-based PBL in the experiment class on students’ critical-thinking skills. The mean score of the experimental class is 69±2.890 and of the control class 51±3.071. There is the influence of high and low learning motivation on the students’ critical-thinking skills. The mean score of the students with high motivation is 68.572 and those with low motivation 52.171. There is no interaction between the PBL-based multimedia and the learning motivation on the students’ CTS.
... Based on the results of lecturers and students, it can be concluded that video Camtasia have many strengths in teaching entrepreneurship course. Moat lecturers and students consider that using multimedia supports the process of teaching and learning [17]. ...
This study described the design and use of multimedia in learning entrepreneurship course for economic education student in a private university in East Java, Indonesia. Geared by catfish cultivation activity theory, the design and use of multimedia in this study were investigated through observation and students’ perceptions. Findings suggested that multimedia positively engaged learners in learning enactment. Future studies are encouraged to investigate this issue using the observational method.
... Students' attitudes toward learning get better with a good multimedia design [9]. Well-designed multimedia helps students build mental models that are more accurate and effective than they do only from text [10]. This media is operated using a computer or laptop. ...
This study aimed to develop interactive multimedia that was valid, practical, and effective. The procedure of this research was carried out by referring to ADDIE model which consisted of five phases, namely Analyze, Design, Development, Implementation, and Evaluation. The subjects of this study were 8th grade junior high school students in Malang. Based on the data analysis, the results obtained were (1) the validity test of the media got score of 3.75, the validity of the material got score 3.63, and the validity of the students’ questionnaire responses got score 3.7, so the developed instructional media met the valid criteria, (2) the practicality test of instructional media got score of 3.5 that was obtained from student response questionnaire, so that the developed instructional media met the practical criteria, (3) the effectiveness test was that 83% of students obtained 80 and above which showed that developed instructional media met the effective criteria. Based on these results, the developed instructional media were declared to be valid, practical, and effective.
... Hence, it is not surprising that studies measuring cognitive load tend to assess multimedia learning principles (Schwan, Dutz, & Dreger, 2018). Among the reviewed articles, the most frequently studied multimedia learning principles included modality principles, seductive details effect, and signaling/cueing principles-the same principles used in previous multimedia learning studies (Alemdag & Cagiltay, 2018;Molina, Navarro, Ortega, & Lacruz, 2018). Computer and web-based learning environments were preferred most often in contrast to multimedia learning environments designed in the reviewed studies. ...
The purpose of this study was to review articles involving cognitive load and multimedia learning between 2015 and 2019 in a systematic way. 94 articles were reviewed in terms of the types of cognitive load, multimedia learning principles, cognitive load measurements, the investigated dependent and independent variables, cognitive processes, the types of multimedia learning environments and the demographic characteristics of the studies. The results revealed that reviewed studies indicated the type of cognitive load seem to have investigated the extraneous cognitive load more frequently. The most studied multimedia learning principles in reviewed articles were modality principle, seductive details effect and signaling/cueing principle respectively. Most reviewed cognitive load studies on multimedia learning were conducted by researchers in Europe, especially in Germany, followed by Asia, America, Australia, and Africa. Research results showed that most cognitive load studies in multimedia learning environments conducted thus far have utilized STEM subjects. Higher education students were the primary participant group in the cognitive load in multimedia learning research as well. There was a tendency to use subjective methods more often than objective methods to measure cognitive load in investigations. In addition to cognitive load, learning, prior knowledge, and motivation were measured most frequently in these studies. In the reviewed studies, multimedia design, material type, presentation format, and individual differences were the most selected focus of research. Research results were interpreted and a number of gaps in cognitive load research relating to multimedia learning were identified.
... Some revisions were also conducted in aspects such as the appearance of the size and font type used, the empty space available as the characteristics of the module, and some colored composition. The attractiveness of learning materials can be placed in several parts such as the cover, the content of the section by placing stimuli in the form of pictures or illustrations, and interestingly packaged exercises as in agreement with Molina, Navarro, Ortega, and Lacruz (2018) that the design mainly of images and text can influence the efficiency of learning materials. The contents or cover of teaching materials can be packaged by combining attractive colors. ...
The existence of contextual learning resources has been known to be able to improve the meaningful learning, particularly biology learning. This research provides the information about the medicinal plant utilized by the Baduy tribe as well as its endeavour in developing the results obtained as a contextual-based module. This research and development was designed using 4D model by Thiagarajan, which was limited in three phases (define, design, and development). The data was collected using interview guideline, validation sheets, and students’ response questionnaires. The research findings inform that there were 67 species utilized by the Baduy tribe as the medicinal plants. These species belong to Spermatophyte and divided into 31 families. Furthermore, the validation results showed that the media developed was valid; in which the best component of module, based on students’ response, was its presentation (the mean value was 89.5%). It can be concluded that the media developed is feasible to use as learning resource.
... It was found that the students spend more time looking at photographs that are considered more relevant [10]. Presentations have also been compared with different text formats, highlighting those that favour more efficient learning [11]. It is interesting to analyse the inclusion of text and graphics in the same presentation to check the effect of visual attention on learning. ...
The purpose of this study was to analyze and design general physics lectures material and produce products in the form of STEM-based general physics lectures. The lecture materials are designed and made to meet scientific, technological, engineering, and mathematical aspects so that they are relevant to learning in the fields of mathematics and natural sciences. This study uses the modification of the Thiagarajan and Sammel research and development method consisting of 4 stages, namely Define, Design, Developed, and Disseminate where this research is only carried out until the development stage. The results of the research data were analyzed using quantitative and descriptive analysis techniques from expert validation data and limited trials in the form of questionnaires on respondents. The results of the validation carried out on material experts showed that the general physics equipment designed had met the criteria with a good range. Furthermore, the results of the media expert validation show that the media which is part of the lecture device that is designed is suitable for use in general physics learning with very good criteria. Similar results were seen in the results of the user response test which showed that the general physics learning material that had been designed was feasible to be used in lecture activities because general physics learning became relevant and applicable to other majors in mathematics and natural sciences.
The use of appropriate teaching materials is one of the basic elements of effective learning. The wide range of available materials makes it necessary for both the learner and the teacher to search for an appropriate training method in order to achieve high learning effectiveness. It is assumed that properly designed and prepared course material will be effective in terms of its reception as well as the learning process. Testing the effectiveness of the training material perception is an important argument that helps to determine their usefulness. The problem addressed in this article is how to build digital training materials to make them as useful and effective as possible for learning. For the purposes of the experiment, training materials for future drivers were developed in line with existing solutions. Visual perception was assessed using eye tracking analyses supplemented by a diagnostic survey. The results showed that digital materials containing elements such as voice commentary had a positive effect on visual perception. It was also found that an excess of text leads to a low level of effectiveness of its reception and the occurrence of the phenomenon of cognitive load.
There is extensive use of multimedia in educational institutions to make and improve the teaching-learning process more effective and interesting. In this regard, the researcher focused on the availability and utilization of multimedia at the GHSS level in Pakistan. The design of the study was a survey (descriptive) in nature. The population of the study consisted of (N = 2356) respondents including (14 Principals, 197 Teachers, and 2145 Students) out of which the total numbers of (n = 141) respondents i.e. 14 Principals, 20 Teachers, and 107 students were taken as samples of the study by applying John Curry sample size rule of thumb. Data were collected through a self-developed questionnaire on a 5-points Likert scale. Quantitative research was preferred by using inferential statistics. Pilot testing was ensured. Data were delimited to boys' Higher Secondary Schools in district Lakki Marwat. The collected data were statistically analyzed through SPSS by using regression and Chi-Square. Regression was used to know the influence of ICT on student academic achievement whereas Chi-Square was used to check the effect of ICT resources on learners' behavior. Findings, results and conclusions were drawn by revealing that the availability and utilization of Multimedia in GHSS of district Lakki Marwat were approximately equal. Recommendations were suggested that the availability and utilization of multimedia are very important and essential at the school level to promote and develop the education system in which the government, education department, Education Officials, and educationists may play their special roles as well.
This study describes the current status of digital textbooks (DTBs) for Primary Education in Spain. Thirty digital teaching materials were analyzed. The method applied was content analysis. An analysis guide aimed at unraveling the technological, pedagogical and functional characteristics of this type of materials was designed, validated and applied. We found simple digitization of printed textbooks enriched with some multimedia resources perpetuating the deficiencies of these resources. The DTBs currently present in the Spanish publishing market are a response of this sector to the existing demand due to the evolution of the digital educational market. The novelty of this study lies in providing the first guide that analyzes these materials considering all their defining characteristics.
In recent years, digital game-based learning (DGBL) has received more and more attention as a form of digital learning. This study used a portable eye tracker to explore the learners’ visual attention and cognitive process during DGBL. The study recruited 38 students in the third year of study in the school of information and design at a university in southern Taiwan. According to students’ performance in the English courses at the university, participants were divided into High Competence Group (n = 5), Intermediate Competence Group (n = 8), and Low Competence Group (n = 25). By collecting the participants’ eye movement data with eye tracker, eye movement indicators were acquired to investigate the correlation between the participants’ external behavior and cognitive process among regions of interest (ROIs). The finding results of this study were as follows: (1) The fixation sequence of ROIs from participants of different groups is different; (2) During the experiment, ROI3 (English definitions of the vocabulary) was the first ROI of fixation for participants of Intermediate and Low Competence Groups, showing a difference from participants of the High Competence Group in terms of visual attention during the first fixation; (3) By examining the total fixation duration and total fixation count of the ROIs from all participants, the same pattern can be found, indicating that as participants answered the questions in this DGBL context, their visual attention was distributed more towards the English definitions of the vocabulary, in order to successfully answer the vocabulary-related questions.KeywordsEye trackingGame-based learningVisual attentionCognitive process
With the development of multimedia related technologies, smart education has entered a new stage. With the support of multimedia computer network education, education is no longer traditional school education, network education can be carried out through smart devices, and knowledge innovation and dissemination can be achieved through the huge teaching resources of the multimedia and the Internet. By investigating the application of multimedia computer network education in smarter course teaching, this paper analyzes the students’ recognition of the use of multimedia tools for smarter course teaching in smarter course teaching activities, students’ participation in smarter course learning activities under multimedia computer network education, and students’ learning effects to prove that multimedia technology is conducive to the improvement of students’ learning quality.
"Flipped classroom" business English classes are required at most universities that teach economics, and this study will investigate how these classes help students learn critical thinking skills and improve their academic performance, as well as what students think of this model. A multimedia textbook titled "English for Business" enhances the learning environment. This was an exploratory investigation that used a range of methodologies. The study examined children's critical thinking and academic progress (learning outcomes). Surveys of students' critical thinking abilities and placement assessments were utilized to acquire statistical data. The Cronbach alpha coefficients were used to evaluate the critical thinking test outcomes, and the aggregated data was analyzed using SPSS AMOS statistical software. The study revealed that teaching ESP and Business English to Economics students via the "flipped schoolroom" technique can enrich both the learners' and instructors' education experiences. Because students are held responsible for their progress, this method develops critical thinking skills and academic accomplishment by using a variety of teaching methods. A student-centered approach replaces the teacher-centered approach in the preceding paradigm.
"Flipped classroom" business English classes are required at most universities that teach economics, and this study will investigate how these classes help students learn critical thinking skills and improve their academic performance, as well as what students think of this model. A multimedia textbook titled "English for Business" enhances the learning environment. This was an exploratory investigation that used a range of methodologies. The study examined children's critical thinking and academic progress (learning outcomes). Surveys of students' critical thinking abilities and placement assessments were utilized to acquire statistical data. The Cronbach alpha coefficients were used to evaluate the critical thinking test outcomes, and the aggregated data was analyzed using SPSS AMOS statistical software. The study revealed that teaching ESP and Business English to Economics students via the "flipped schoolroom" technique can enrich both the learners' and instructors' education experiences. Because students are held responsible for their progress, this method develops critical thinking skills and academic accomplishment by using a variety of teaching methods. A student-centered approach replaces the teacher-centered approach in the preceding paradigm.
Geometry is a highly visual discipline. Understanding how people process visual information when performing geometric tasks would be beneficial for geometry education. This article first introduces the principles and indicators of eye-tracking techniques, and then describes the procedures of paper selection and screening. The third to sixth sections reviews four topics from fifteen papers on geometry education using eye tracking, including problem solving and argumentation, reading and learning, lexical decoding and media design, and EMME. The research design, cognitive tasks and materials, procedures, and results involved in each study are reviewed. The conclusions and implications are summarized under three aspects. First, we summarize these studies by the characteristics of participants, cognitive tasks, geometric materials, eye-tracking devices, and eye-tracking indicators. Second, we identify the limits of eye tracking in geometry education and possible future breakthroughs. Third, future eye tracking research topics are discussed.
Effective storytelling relies on engagement and interaction. This work develops an automated software platform for telling stories to children and investigates the impact of two design choices on children’s engagement and willingness to interact with the system: story distribution and the use of complex gesture. A storyteller condition compares stories told in a third person, narrator voice with those distributed between a narrator and first-person story characters. Basic gestures are used in all our storytellings, but, in a second factor, some are augmented with gestures that indicate conversational turn changes, references to other characters and prompt children to ask questions. An analysis of eye gaze indicates that children attend more to the story when a distributed storytelling model is used. Gesture prompts appear to encourage children to ask questions, something that children did, but at a relatively low rate. Interestingly, the children most frequently asked “why” questions. Gaze switching happened more quickly when the story characters began to speak than for narrator turns. These results have implications for future agent-based storytelling system research.
While computer science is crucial to today's world, the course requirements remain high and learners’ self-efficacy remains low. This study applied eye-tracking devices to instantly identify learners’ difficulties and provide them with tips and help them enhance their self-efficacy. The influence of the eye-tracking scaffolding system on students’ self-efficacy and performance for learning the C programming language was investigated. Seventy-seven senior high school participants were randomly assigned to four groups: control, peer-scaffolding, eye-tracking-scaffolding, and mixed-scaffolding. A self-efficacy scale, a learning test, and an open-ended questionnaire were the research instruments. The results show that the self-efficacy of the eye-tracking-scaffolding group was significantly higher than the other three groups. In addition, the self-efficacy of the peer-scaffolding group was significantly higher than the control and mixed-scaffolding groups. However, no significant differences were found in learning performance between groups. The findings suggest that eye-tracking scaffolding and peer scaffolding methods can be applied to learning the C programming language, as they significantly enhanced learners’ self-efficacy. Furthermore, the results suggest that several simultaneous types of scaffolding tend to reduce the effectiveness of the scaffolding systems through media-multitasking. Therefore, future teaching practice and research should avoid applying several types of scaffolding simultaneously.
Newspapers and net papers are complex multimodal documents consisting of texts, pictures and graphics. Although we encounter such documents in our everyday life, there is still little empirical evidence about how these formats are processed. The question is how readers interact with these formats, combine information from all of the available sources and create coherence. In a naturalistic newspaper reading study, we measured eye movements during newspaper reading in order to track the integration of text and illustration in information graphics. Two pairs of information graphics have been designed to study the effects of a) the spatial contiguity principle and b) the dual scripting principle by means of eye tracking measurements. Our data clearly show that different spatial layouts have a significant effect on readers' eye movement behavior. An integrated format with spatial contiguity between text and illustrations facilitates integration and prolongs reading. Reading of information graphic is significantly enhanced by a serial format, resulting from dual attentional guidance. The dual scripting principle is associated with a bottom-up guidance through the spatial layout of the presentation, suggesting a specific reading path, and with a top-down guidance through the conceptual pre-processing of the contents, facilitating information processing and semantic integration of the material. The integrated and serial formats not only attract readers' initial attention, but also sustain the readers' interest, thereby promoting a longer and deeper processing of the complex material. The results are an important contribution to the study of the cognitive processes involved in text-picture integration and offer relevant insights about attentional guidance in printed media, instructional materials and textbook design.
This study evaluated the effects of a mathematics software program, the Building Blocks software suite, on young children's mathematics performance. Participants included 247 Kindergartners from 37 classrooms in 9 schools located in low-income communities. Children within classrooms were randomly assigned to receive 21 weeks of computer-assisted instruction (CAI) in mathematics with Building Blocks or in literacy with Earobics Step 1. Children in the Building Blocks condition evidenced higher posttest scores on tests of numeracy and Applied Problems after controlling for beginning-of-year numeracy scores and classroom nesting. These findings, together with a review of earlier CAI, provide guidance for future work on CAI aiming to improve mathematics performance of children from low-income backgrounds.
En el presente trabajo se pretende identificar qué formatos favorecen una mayor eficiencia en el aprendizaje, para así establecer unas pautas de diseño (guidelines) respecto a la distribución y modalidad de presentación de información verbal en materiales educativos multimedia. Se realizaron dos experimentos que utilizaron la técnica de seguimiento ocular (eye tracking) como elemento innovador en el proceso de recogida de datos. Se produce una mayor eficiencia en el aprendizaje de los alumnos cuando los textos y las imágenes relacionadas se presentan próximos en el espacio y cuando la información se proporciona a través de una narración oral.
This study presents the results of research using an eye-tracking technique which enables following eyeball movements while solving a scientific task. Also presented is an analysis of the visual attention for participants (further called subjects) of a different mathematical experience while solving a mathematics test task. The aim of the research is to determine the profile of methods of solution of tasks which require the analysis of a diagram. The research opens new cognitive possibilities in mathematics didactics by showing the utility of the eye-tracking technique in a deeper recognition of the processes of learning and teaching Maths.
Research suggests that people use a variety of strategies for comparing the numerical values of two fractions. They use holistic strategies that rely on the fraction magnitudes, componential strategies that rely on the fraction numerators or denominators, or a combination of both. We investigated how mathematically skilled adults adapt their strategies to the type of fraction pair. To extend previous research on simple fraction comparison, we used a highly controlled set of more complex fractions with two-digit components. In addition to response times, we recorded eye movements to assess how often the participants fixated on and alternated between specific fraction components. In line with previous studies, our data suggest that the participants preferred componential over holistic strategies for fraction pairs with common numerators or common denominators. Conversely, they preferred holistic over componential strategies for fraction pairs without common components. These results support the assumption that mathematically skilled adults adapt their strategies to the type of fraction pair even in complex fraction comparison. Our study also suggests that eye-tracking is a promising method for measuring strategy use in solving fraction problems.
The comparison of fractions is a difficult task that can often be facilitated by separately comparing components (numerators and denominators) of the fractions-that is, by applying so-called component-based strategies. The usefulness of such strategies depends on the type of fraction pair to be compared. We investigated the temporal organization and the flexibility of strategy deployment in fraction comparison by evaluating sequences of eye movements in 20 young adults. We found that component-based strategies could account for the response times and the overall number of fixations observed for the different fraction pairs. The analysis of eye movement sequences showed that the initial eye movements in a trial were characterized by stereotypical scanning patterns indicative of an exploratory phase that served to establish the kind of fraction pair presented. Eye movements that followed this phase adapted to the particular type of fraction pair and indicated the deployment of specific comparison strategies. These results demonstrate that participants employ eye movements systematically to support strategy use in fraction comparison. Participants showed a remarkable flexibility to adapt to the most efficient strategy on a trial-by-trial basis. Our results confirm the value of eye movement measurements in the exploration of strategic adaptation in complex tasks.
A small detail can have large consequences. Current technological systems have opened up a huge world of possibilities for teachers at all levels and in every field. This research study concerns the role that can be played by technological resources to improve or promote the cognitive processes that make understanding and learning possible. More specifically it is meant to examine, within the framework of the Cognitive Theory of Multimedia Learning and of the Cognitive Load Theory, put forward by Mayer and Sweller respectively, the benefits that the introduction of slight changes in multimedia materials – in this case, the application of an animation effect to a handwritten text of a mathematical nature – can have over learning quantity and quality. The study involved 255 students in the 2nd and 3rd years of the Spanish secondary education (Educación Secundaria Obligatoria, ESO), who received a computer-based lesson in video podcast format about elementary event probability. Results suggest that suitable inclusion of an animation effect in the materials can facilitate the cognitive processes that specialise in selecting information, building representation models, and making sense, thus promoting students' learning ability.
The continuous inventions and evolutions in all information technology fields open new channels and opportunities to enhance teaching and educational methods. On one side, these may improve the abilities of educators to present information in interactive and media-enhanced formats relative to traditional methods. This may help students or learners through offering them the information in channels and methods that can be easier to understand, deal with and retrieve. On the other hand, offering those alternative methods of teaching can be helpful particularly for children, people with special needs, or students in rural areas where they can have virtual or remote instructors, especially for majors who have shortages. The purpose of this study is to investigate the impact of utilising multimedia technologies on enhancing, or not, the effectiveness of teaching students at early stages in Jordanian primary schools. To achieve this objective, a program has been developed to test the students' ability to understand basic mathematical knowledge and skills. Two groups were selected from a local school based on their own class distribution, where one group was taught the subject in basic math using a program developed for this purpose and the second class was taught the same subject using traditional methods of teaching (i.e. direct student-to-child instruction, board, etc.). Results showed that in such math skills at this age, using programs or multimedia-enhanced methods of teaching can be effective in getting students' attention, especially when cartoon characters are used. Results also showed that there is no significant difference in learning and knowledge skills and information absorption based on gender distribution, as a comparison of the results between little boys and girls showed no significant difference in their learning skills.
Background: It has been shown that mathematical representations can aid children’s understanding of mathematical concepts but that children can sometimes have difficulty in interpreting them correctly. New advances in eye-tracking technology can help in this respect because it allows data to be gathered concerning children’s focus of attention and so indicate on what aspects of the representations they are focussing. However, recent eye-tracking technology has not been used to any great degree in investigating the way children view and interpret mathematical representations.
Acquaintance with various ways of inculcating concepts in any studied area of knowledge is one of teachers' duties, particularly mathematics teachers. Studies indicate errors and difficulties when inculcating concepts in mathematics and learning them. Many concepts have different meanings in different contexts. Hence, teachers should deal with the image of the concept by paying attention to its essence. They should also deal with misconceptions developed while inculcating the concept. The present paper describes an activity conducted with 28 teachers studying for an M.Ed. degree in mathematics education at a teacher education college. They attend a course of solid geometry, a topic which is perceived as extremely difficult for the learners. The activity focuses on two ways of inculcating a solid geometry concept: "an angle between a lateral face and a base of a pyramid" as one of the ways for developing spatial orientation. Upon completion of the activity, the paper illustrates the participants' responses regarding their perception of the advantages of each of the ways they experienced and their recommendations as to their preferred ways for inculcating new geometric concepts.
Design principles emerging from the cognitive theory of multimedia learning can be applied to engage cognitive processing, and teaching methods that have evolved from variation theory can encourage thinking through comparisons in mathematics education. Applying these principles and teaching methods in designing digital material should be a sound proposition. However, there is a disconnection between research in digital educational material and classroom practices. Teachers often have doubts about the effectiveness of the materials. Thus, this paper presents a design-based research of developing a digital material for algebra concept learning. We collaborated with two experienced teachers and a subject expert from a university, and designed some digital learning material that was presented to 68 students through an iterative redesign development cycle; the effectiveness of the final product was tested on another group of 66 students the following year. Characteristics of an optimal design generated from the data collected are presented in this paper. The characteristics may have useful practical implications for instructional designers and teachers and contribute to improvements in the design of digital learning materials.
The mechanisms underpinning the relationship between math anxiety and arithmetic performance are not fully understood. This study used an eye-tracking approach to measure a range of eye movements of seventy-eight undergraduate students in response to performance on an arithmetic verification task. Results demonstrated a significant positive relationship between self-reported math anxiety and response time, indicating reduced processing efficiency. Analysis of eye movement data reinforced the utility of an eye tracking approach in studying arithmetic performance; specific digit fixations, dwell-time, saccades and regressions all significantly predicted response time. Furthermore, findings highlighted significant positive correlations between math anxiety and fixations, dwell-time and saccades. Despite there being little evidence that eye movements mediate the math anxiety-to-performance relationship, relationships observed between math anxiety and eye movements provide a useful starting point for research using an eye-tracking methodology in studying math anxiety and performance; the present findings suggest future work should focus on calculation strategy.
In this chapter, we demonstrate the usefulness of the eye tracking method in studying global text processing. By "global text processing," we refer to processes responsible for the integration of information from sentences that are not adjacent in the text. Potential eye movement measures indexing global text processing are discussed using as exam-ples the processing of topic-introducing sentences and the processing of inconsistencies. In addition to the existing measures of regional gaze duration and lookback fixation time, we advocate new measures that may be applied to the study of global text processing. These include a new extended first-pass fixation time measure that allows lookbacks to previous text regions without necessarily terminating the first-pass reading, and first-pass rereading time that sums up all the reinspective fixations made during first-pass reading. We also demonstrate the poten-tial usefulness of analyzing the origin and destination of eye movement sequences, such as lookback sequences.
Equation rearrangement is an important skill required for problem solving in mathematics and science. Eye movements of 40 university students were recorded while they were rearranging simple algebraic equations. The participants also reported on their strategies during equation solving in a separate questionnaire. The analysis of the behavioral and eye tracking data, namely the accuracy, reaction times, and the number of fixations, revealed that the participants improved their performance during the time course of the measurement. The type of equation also had a significant effect on the score. The results indicated that the number of fixations represents a reliable and sensitive measure that can give valuable insights into participants’ flow of attention during equation solving. A correlation between the number of fixations and participants’ efficiency in equation solving was found, suggesting that the more efficient participants developed adequate strategies, i.e. “knew where to look.” The comparison of eye movement data and questionnaire reports was used for assessing the validity of participants’ metacognitive insights. The measures derived from eye movement data were found to be more objective and reliable than the participants’ reports. These results indicate that the measurement of eye movements provides insights into otherwise unavailable cognitive processes and may be used for exploring problem difficulty, student expertise, and metacognitive processes
This section considers the application of eye movements to user interfaces—both for analyzing
interfaces, measuring usability, and gaining insight into human performance—and as an actual control
medium within a human-computer dialogue. The two areas have generally been reported separately; but
this book seeks to tie them together. For usability analysis, the user’s eye movements while using the
system are recorded and later analyzed retrospectively, but the eye movements do not affect the interface in
real time. As a direct control medium, the eye movements are obtained and used in real time as an input to
the user-computer dialogue. They might be the sole input, typically for disabled users or hands-busy
applications, or they might be used as one of several inputs, combining with mouse, keyboard, sensors, or
other devices.
Interestingly, the principal challenges for both retrospective and real time eye tracking in humancomputer
interaction (HCI) turn out to be analogous. For retrospective analysis, the problem is to find
appropriate ways to use and interpret the data; it is not nearly as straightforward as it is with more typical
task performance, speed, or error data. For real time use, the problem is to find appropriate ways to respond
judiciously to eye movement input, and avoid over-responding; it is not nearly as straightforward as
responding to well-defined, intentional mouse or keyboard input. We will see in this chapter how these two
problems are closely related.
These uses of eye tracking in HCI have been highly promising for many years, but progress in
making good use of eye movements in HCI has been slow to date. We see promising research work, but we
have not yet seen wide use of these approaches in practice or in the marketplace. We will describe the
promises of this technology, its limitations, and the obstacles that must still be overcome. Work presented
in this book and elsewhere shows that the field is indeed beginning to flourish.
The present study investigated (a) whether the perceived cognitive load was different when geometry problems with various levels of configuration comprehension were solved and (b) whether eye movements in comprehending geometry problems showed sources of cognitive loads. In the first investigation, three characteristics of geometry configurations involving the number of informational elements, the number of element interactivities and the level of mental operations were assumed to account for the increasing difficulty. A sample of 311 9th grade students solved five geometry problems that required knowledge of similar triangles in a computer-supported environment. In the second experiment, 63 participants solved the same problems and eye movements were recorded. The results indicated that (1) the five problems differed in pass rate and in self-reported cognitive load; (2) because the successful solvers were very swift in pattern recognition and visual integration, their fixation did not clearly show valuable information; (3) more attention and more time (shown by the heat maps, dwell time and fixation counts) were given to read the more difficult configurations than to the intermediate or easier configurations; and (4) in addition to number of elements and element interactivities, the level of mental operations accounts for the major cognitive load sources of configuration comprehension. The results derived some implications for design principles of geometry diagrams in secondary school mathematics textbooks.
Holmqvist, K., Nyström, N., Andersson, R., Dewhurst, R., Jarodzka, H., & Van de Weijer, J. (Eds.) (2011). Eye tracking: a comprehensive guide to methods and measures, Oxford, UK: Oxford University Press.
The increased interest for developing new representation techniques and tools for proving and demonstrating basic mathematical propositions and concepts is the forefront of educational research worldwide in the area of e-learning for mathematics. Although many novel ideas have been proposed for illustrating basic mathematical (i.e. geometrical) concepts, currently there is a lack of effective methods to dynamically reproduce an alternative representation of the underlying concepts. The proposed approach introduces valuable explanatory tools for efficiently supporting the learning objectives, enabling students to reach the core of each notion. In this work, a digital multimedia methodology is presented which implements the above dynamic representation approach. Recent, state-of-the-art trends in multimedia technology related to modern two or three-dimensional (2D or 3D) object modelling are utilised in order to efficiently reproduce a virtual mathematical environment in which selected mathematical concepts. Apart from the time-dependent dynamic representation, advanced user interaction features are also supported for determining various representation parameters (such as the view and lighting position, as well as the time resolution / speed). Additionally, accurate 3D sound projection techniques are employed in cases that the spatial sound information enhances the illustrated perceptual effect. For convenient access of the multimedia content, the proposed methodology includes a web interface and a multimedia database, offering advanced searching capabilities. In order to evaluate the performance of the proposed multimedia framework, a number of geometrical concepts are selected and applied for the instruction of corresponding high-school and university courses and will be presented in detail. The application of the proposed multimedia approach in these courses has shown that it achieves high student learning rates, even to non- mathematically-literate students, while it allows the teacher / lecturer to explain basic concepts that are otherwise difficult to introduce using conventional media. The widespread development of digital media and multimedia technologies in the evolving information society can offer educators within a wide range of educational levels (schools, colleges and universities) a robust, effective and flexible methodology for developing new learning tools and paradigms, based on digital presentation methods and interaction. In this work we particularly focus in the area of mathematics, which is characterised by a wide range of examples and case studies. Various research examples may be mentioned including the application of such techniques for students with or without communication difficulties (Deliyannis and Simpsiri 2008; Deliyannis et al. 2008). It has been shown that the unification of information under interactive multimedia systems can lead to better comprehension of content and aid the communication process. In the case of students for example, the combination of animated graphics, video, sound, text and virtual reality under a system with supporting strategy and concrete interactive design can lead to better content comprehension. Many have already used multimedia technologies to develop interactive systems based on socio-cultural learning theories, including the learning via doing, installed knowledge theory and constructivism (Barab 2003; Dutton and Loader 2002; Sheizaf et al. 2004). This certainly indicates the flexibility of e-learning systems where non-verbal communication and rich-media presentation of content are common system characteristics, is the main difference between existing and future e-learning systems, where user-customisation is based on personal abilities (Deliyannis 2007).
The purpose of this article is to canvass the advantages of using eye-tracking technologies for applications in learning and education. More than 80% of the course of human cognitive processing is based on information acquired from visual modals. Eye movement plays an unrivaled role in inferring a given individual internal state. Recent developments in eye tracking technology have shown a powerful natural and real-time measuring for cognition, emotion, and motivation. This is evidenced from a wide range of reported studies and researches. We reviewed the representative research of reading, problem-solving, teaching, affect disposition, and other issues by displaying how eye-tracking technology can support advanced studies on mental processes. In addition, basic mechanical concepts, indicators, operation methods, and data analysis for the use of eye-tracking technology were introduced and discussed.
Geometry is one of the basic skills to be mastered in Malaysian Mathematics education. However, there is not much information or study on elementary geometry attainment in Malaysia. Therefore, this study aims to review teachers' perspectives on teaching and learning of the geometry topic ‘Shapes and Spaces’ at primary level. Ten questions such as “How are the students' performance in learning ‘Shapes and Spaces’?”; “How do you teach rectangle and square?” were asked and the responses were used to analyze teachers' teaching and learning experiences. This study utilized a qualitative method known as ‘phenomenology’ and the sample consists of four Malaysian public school teachers. The data were collected by conducting face-to-face semi structured interviews. Findings of this phenomenological study showed that teachers faced difficulties in teaching the skills and knowledge in ‘Shapes and Spaces’. Primary mathematics syllabus had evolved to Standard Curriculum for Primary School (KSSR) based on the Malaysia Education Blueprint but teachers seemed unfamiliar with the syllabus especially on the topic of ‘Shapes and Spaces’. van Hiele's theory had been cited by researchers worldwide in the learning of geometry but the teachers did not seem to have any idea about the theory. Therefore, refresher course on the geometry theory for Malaysian educators becomes important in order to increase the geometry attainment especially at primary level.
In this commentary on the ZDM special issue: ‘Cognitive neuroscience and mathematics learning—revisited after 5 years’, we explore the progress that has been made since ZDM published a similar special issue in 2010. We consider the extent to which future frontiers and methodological concerns raised in the commentary on the 2010 issue by Grabner and Ansari have been addressed 5 years on. We identify areas of progress as well as issues that continue to require additional research and methodological innovation to make further progress. Finally, we discuss future directions that could lead to significant progress in the interdisciplinary crossroads between cognitive neuroscience and mathematics learning over the next 5 years.
In this editorial, we revisit the ZDM special issue on Cognitive Neuroscience and Mathematics Learning that was published about 5 years ago by providing a snapshot of how research at the intersection of cognitive neuroscience and mathematics education is flourishing at this point in time. This is illustrated by nine empirical papers and two commentaries, the authors of which also commented on the special issue 5 years ago. In this editorial, we briefly discuss applications from neuroscience to education (in the field of mathematics learning) from a methodological and more theoretical point of view and we provide a very brief overview of the contributions in this special issue by linking them to such applications from neuroscience to education.
In this paper, we research the applications of multimedia technique in the mathematical teaching and education. Multimedia computer is a collection of text, graphics, images, animation, sound, video and other functions in the integration of computer technology to a large amount of information with graphic expression, voice and image to apply multi-media in math teaching could create a more vivid image teaching atmosphere. Modern mathematics in the way that in both views in the thought and content has higher abstractness and generality it profoundly reveals the inherent law of mathematical sciences and contact and mathematical science and the form of the objective world. The multimedia technique enhances the performance of the current teaching model and pattern. The result proves the effectiveness and feasibility of using the method.
Visual representation has been recognized as a powerful learning tool in many learning domains. Based on the assumption that visual representations can support deeper understanding, we examined the effects of visual representations on learning performance and cognitive load in the domain of mathematics. An experimental condition with visual representations was compared to a control condition without visual representations among primary school students. The hypothesis that learning with visual representations would result in higher learning performance and lower cognitive load than learning without visual representations was confirmed by the results. Theoretical and practical implications of the findings are discussed.
Cognitive load theory (CLT) is one of the most important theories in educational psychology, a highly effective guide for the design of multimedia and other learning materials. This edited volume brings together the most prolific researchers from around the world who study various aspects of cognitive load to discuss its current theoretical as well as practical issues. The book is divided into three parts. The first part describes the theoretical foundations and assumptions of CLT, the second discusses the empirical findings about the application of CLT to the design of learning environments, and the third part concludes the book with discussions and suggestions for new directions for future research. It aims to become the standard handbook in CLT for researchers and graduate students in psychology, education, and educational technology.
Multimedia instruction consists of instructional messages that contain words (such as printed or spoken text) and pictures (such as illustrations, diagrams, photos, animation, or video). The rationale for multimedia instruction is that people can learn more deeply from words and pictures than from words alone. Multimedia instruction began with the publication of Comenius’ Orbis Pictus (The World in Pictures) in the 1600s, and has progressed to a wide array of computer-based multimedia learning experiences that are available anytime and anywhere. The science of learning—that is, a research-based account of how people learn—is necessary for designing effective multimedia instruction. Meaningful multimedia learning occurs when the learner engages in appropriate cognitive processing during learning, including attending to relevant words and pictures, organizing words and pictures into coherent representations, and integrating the representations with each other and with knowledge activated from long-term memory. Successful instructional methods for improving learning with multimedia include research-based principles for reducing extraneous processing during learning, managing essential processing during learning, and fostering generative processing during learning.
NCTM's Principles and Standards for School Mathematics suggests that interactive geometry software can be used to enhance student learning (2000). This article shows how using such software can foster the development of students' understanding and reasoning about two-dimensional shapes. The article first describes basic principles that underlie high-quality geometry instruction, then gives examples that illustrate how appropriate use of dynamic software can enhance students' geometric reasoning.
This article presents the benefits and importance of using multimedia in the math classes by the selected examples of multimedia lessons from geometry (isometric transformations and regular polyhedra). The research included two groups of 50 first year students of the Faculty of the Architecture and the Faculty of Civil Construction Management. Each group was divided into two groups of 25 students, one of which had the traditional lectures, while the other one had the interactive multimedia lessons. The main source of information in multimedia lectures were the soft wares created in Macromedia Flash, with the same definitions, theorems, examples and tasks as well as in traditional lectures but with emphasized visualization possibilities, animations, illustrations, etc. Both groups were tested after the lectures. In the both multimedia groups students showed better theoretical, practical and visual knowledge. Besides that, survey carried out at the end of the research clearly showed that students from multimedia groups were highly interested in this way of learning.
The present study investigated the following issues: (1) whether differences are evident in the eye movement measures of successful and unsuccessful problem-solvers; (2) what is the relationship between perceived difficulty and eye movement measures; and (3) whether eye movements in various AOIs differ when solving problems. Sixty-three 11th grade students solved five geometry problems about the properties of similar triangles. A digital drawing tablet and sensitive pressure pen were used to record the responses. The results indicated that unsuccessful solvers tended to have more fixation counts, run counts, and longer dwell time on the problem area, whereas successful solvers focused more on the calculation area. In addition, fixation counts, dwell time, and run counts in the diagram area were positively correlated with the perceived difficulty, suggesting that understanding similar triangles may require translation or mental rotation. We argue that three eye movement measures (i.e., fixation counts, dwell time, and run counts) are appropriate for use in examining problem solving given that they differentiate successful from unsuccessful solvers and correlate with perceived difficulty. Furthermore, the eye-tracking technique provides objective measures of students' cognitive load for instructional designers.
We use eye tracking as a method to examine how different mathematical representations of the same mathematical object are attended to by students. The results of this study show that there is a meaningful difference in the eye movements between formulas and graphs. This difference can be understood in terms of the cultural and social shaping of human perception, as well as in terms of differences between the symbolic and graphical registers.
Alarming statistics in mathematics education in Nigeria indicated that very few or almost none of the students in high school fancy taking up a course in mathematics in the University. Moreover, less than ten percent of these students enjoyed lessons in mathematics. Additionally, cultural and racial prejudice as well as poverty are serious issues confronting many of today's high school students, thus a set of thirty numerical equations to solve would not be top priority. Consequently, mathematics teachers have sought to determine how they could possibly capture the attention of teens distracted by serious problems and events in their daily lives. Although educators have made some efforts towards improving these trends, students' disinterest in continuing mathematics study beyond secondary school level is still a tremendous problem. In this paper, student preference of multimedia presentation in mathematics education as opposed to traditional instruction was investigated for high school students learning mathematics. The survey instrument presented a 5-point Likert scale with students rating 17 statements associated with acceptance of the presentation. Results from the survey carried out indicate that multimedia presentations can improve students' understanding, enthusiasm, class attendance and satisfaction.
The main goal of the study 1 reported in our paper is to characterize teachers' choice and use of examples in the mathematics classroom. The focus of this paper is on teachers' considerations and dilemmas underlying their choices of examples in geometry. Geometric problems are often accompanied by figures/diagrams that represent specific mathematical cases. A diagram can be accurate, sketchy or even misleading. The paper presents examples of diagrams used in geometry lessons and points to importance of teachers' awareness to their potential impact on students' learning.
In recent years, multimedia learning, or learning from words and images, has developed into a coherent discipline with a significant research base. The Cambridge Handbook of Multimedia Learning is unique in offering a comprehensive, up-to-date analysis of research and theory in the field, with a focus on computer-based learning. Since the first edition appeared in 2005, it has shaped the field and become the primary reference work for multimedia learning. Multimedia environments, including online presentations, e-courses, interactive lessons, simulation games, slideshows, and even textbooks, play a crucial role in education. This revised second edition incorporates the latest developments in multimedia learning and contains new chapters on topics such as drawing, video, feedback, working memory, learner control, and intelligent tutoring systems. It examines research-based principles to determine the most effective methods of multimedia instruction and considers research findings in the context of cognitive theory to explain how these methods work.