Can Multimedia Environments Support Emerging Self-Regulatory Skills by Examining Eye-Tracking and Performance Measures Over Time?

• In Event: AERA Poster Session 6
  In Poster Session: Motivation and Self-Regulation in Technology-Based Environments

Abstract

Multimedia environments can foster emerging self-regulatory skills and the effective utilization of learning strategies critical for domain knowledge acquisition. Metrics of performance and learning (e.g., efficiency) indicate the merits of such environments, especially when they help foster self-regulated learning strategies. We collected and analyzed eye-tracking data and performance measures from 65 undergraduates using MetaTutorIVH, a multimedia learning environment for learning about human body systems. Results revealed that although performance was consistent over time, there was a decrease in the time participants spent examining multimedia content. Findings suggest implications for evaluating multimedia environments by more than just learning gains, examining the emergence of self-regulatory skills, and the importance of including SRL scaffolding within these environments based on real-time trace data.

Authors

• Megan Wiedbusch, University of Central Florida

• Daryn Dever, University of Central Florida

• Roger Azevedo, University of Central Florida