Impact of Affective Features of Feedback Providers on Multimedia Learning: An Eye-Tracking Study

• In Event: AERA Roundtable Session Saturday 1:45 pm - Gold 4
  In Roundtable Session: Feedback and Assessment in Digital Learning Environments

Abstract

This study examined how the emotional tone of video-based feedback providers influences student learning with an online science lesson that included practice exercises. Participants were randomly assigned to one of three groups: positive feedback provider, neutral feedback provider, or elaborative text feedback. We also incorporated eye-tracking for a deeper analysis of learning processes. Results showed that positive feedback providers led to higher transfer scores, more positive emotions, and stronger social connections. Eye-tracking revealed longer fixation durations for positive feedback, though no group differences were found in pupil dilation or saccades. These findings extend the feedback, embodiment, and positivity principles—along with the Cognitive-Affective E-learning Model—by underscoring the value of positive feedback providers in enhancing learning experiences and outcomes.

Authors

• Fangzheng Zhao, Nanjing Normal University

• Richard E. Mayer, University of California - Santa Barbara