Evaluating the Multimedia and Modality Principles on College Students Including Eye-Tracking Data

• In Event: Moscone Center North Roundtable Session 13
  In Roundtable Session: Cognitive Processes and Development Within Instructional Technology

Abstract

Since the view of applying multimedia learning are mixed, researchers applied eye movement to understand the effects of employing multimedia learning. But research studies embedded eye movement information are still limited. This study recruited 75 college students and randomly assigned to one of four conditions: Multimedia (Present vs. Absent) x Modality (Onscreen text vs. Narration) principles. It aims to find the effects of multimedia and modality principles on learning performance, satisfaction, mental effort and visual attention. There were no big differences on outcomes, satisfaction and mental effort among four conditions. Eye tracking data supported the results that students seldom look at the pictures in picture present conditions and they may be distracted by the next button in narration conditions.

Authors

• Jiawen Zhu, East China Normal University

• Kara M. Dawson, University of Florida

• Albert Dieter Ritzhaupt, University of Florida

• Pasha Antonenko, University of Florida

• Jiahui Wang, Kent State University

• Nihan Agacli-Dogan, Georgia Southern University