Eye tracking as a tool to study and enhance multimedia learning

By Tamara van Gog, Katharina Scheiter. 2010

434 citations recorded by the source corpus.

Subfields: Computer Vision and Pattern Recognition, Experimental and Cognitive Psychology, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/f469fed02b79ac096a7d067b672bb62543ed8691

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In Computer Vision and Pattern Recognition

In Experimental and Cognitive Psychology

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Citations in the corpus

Measuring Cognitive and Metacognitive Regulatory Processes During Hypermedia Learning: Issues and Challenges (2010, background): “…such alternative methodologies might be capable of revealing the deployment of other cognitive and metacognitive SRL processes, such as the assimilation of specific aspects of the text and diagram that are being integrated into a coherent mental model (e.g., Mayer, 2010; van Gog & Scheiter, 2010).”
Using Reading Times and Eye-Movements to Measure Cognitive Engagement (2015, methodology): “Due to these similar features, visual comprehension models also support the use of eye-tracking to measure engagement (van Gog & Scheiter, 2010).”
The Signaling (or Cueing) Principle in Multimedia Learning (2014, positive): “It is increasingly used for studying visual attention allocation in multimedia learning (van Gog & Scheiter, 2010).”
READING MATHEMATICS REPRESENTATIONS: AN EYE-TRACKING STUDY (2015, methodology): “Eye tracking is being used more and more within educational research (Scheiter & van Gog, 2009; van Gog & Scheiter, 2010).”
A review of using eye-tracking technology in exploring learning from 2000 to 2012 (2013, background): “Recently, some researchers have even used this technique to explore learning processes in complex learning contexts such as emergent literacy, multimedia learning, and science problem solving strategies (e.g., Tsai, Hou, Lai, Liu, & Yang, 2012; van Gog & Scheiter, 2010).”
Getting the point: Tracing worked examples enhances learning (2015, methodology): “The design of this scale was informed in several ways by the previous attempt made by Van Loon-Hillen et al. (2012) to measure young participants’ perceived cognitive load using a 4-point illustrated self-rating scale.”
The Cognitive Science of Visual-Spatial Displays: Implications for Design (2011, positive): “…increasingly being used to inform the design of visual displays by cognitive scientists (e.g., Carpenter & Shah, 1998; Peebles & Cheng, 2003; Ratwani, Trafton, & Boehm-Davis, 2008) as well as in related domains such as education (van Gog & Scheiter, 2010) and cartography (Fabrikant et al., 2010).”
Visual attention for solving multiple-choice science problem: An eye-tracking analysis (2012, neutral): “…examine the multimedia effect on science learning (She & Chen, 2009), re-examine multimedia learning theories or enhance multimedia learning (for a special issue, see van Gog & Scheiter, 2010), and discuss its unique contributions in the study of multimedia learning (Hyönä, 2010; Mayer, 2010).”
Development of an instrument for measuring different types of cognitive load (2013, background): “…by Paas (1992), Ayres (2006), Cierniak et al. (2009), and Salomon (1984)—and biological measures such as eyetracking (Holmqvist et al., 2011; Van Gog & Scheiter, 2010) may lead to new insights on convergence between biological and subjective measures and on what these different types of…”
Eye-tracking methodology in mathematics education research: A systematic literature review (2020, methodology): “Use of mathematical representations In general, the role of representations and multimedia in learning is subject to numerous studies in research using eye tracking (see Hyönä, 2010; Lai et al., 2013; Mayer, 2010; van Gog & Scheiter, 2010, for overviews).”
Gaze tutor: A gaze-reactive intelligent tutoring system (2012, methodology): “While eye tracking has historically been used in reading research (Rayner, 1998), it has been finding increased use in the context of learning and problem solving (van Gog and Scheiter, 2010).”