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在多媒体学习中使用生理眼睛跟踪措施评估认知负载和视觉注意力.

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概括

多媒体设计原则显著影响学习. 眼睛跟踪指标有效地测量认知负载和视觉注意力,与英语语言学习中的表现相关联. 这有助于评估有效的多媒体内容.

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科学领域:

  • 教育技术的教育技术
  • 认知心理学 认知心理学
  • 人与计算机的交互

背景情况:

  • 有效的多媒体设计通过优化认知负载和视觉注意力来增强学习.
  • 梅耶尔的教育多媒体设计原则 (连贯性,信号,空间连续性) 引导有效的内容创作.
  • 量化这些原则对学习成果和认知过程的影响至关重要.

研究的目的:

  • 利用眼睛跟踪技术建立认知负载和视觉注意力的指标.
  • 根据多媒体设计的坚持来评估学习者在英语语言学习中的表现.
  • 为了比较使用和不使用Mayer原则设计的多媒体演示文稿.

主要方法:

  • 随机分配的参与者观看多媒体演示,遵守或偏离梅耶尔的原则.
  • 在查看内容时收集的眼动数据 (固定,微,瞳孔大小).
  • 进行回忆测试和NASA-TLX问卷以评估表现和主观认知负载.

主要成果:

  • 眼睛跟踪参数,认知负载得分和回忆性能在两组之间有显著差异.
  • 回归模型确定了眼睛跟踪指标,主观认知负载和学习结果之间的联系.
  • 特定的眼球追踪指标有效地区分了对多媒体设计原则的坚持和偏离.

结论:

  • 眼睛跟踪指标为多媒体学习期间的认知负载和视觉注意力提供了有价值的见解.
  • 这些指标可以有效地评估基于既定设计原则的教育多媒体内容的有效性.
  • 该研究验证了客观眼球追踪数据的使用与评估多媒体有效性的主观措施一起.