Are more screens better? A study of the effects of classroom screens on student attention and learning outcomes based on eye movement evidence

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Learning Environments Virtual Poster Session

Abstract

The development of intelligent technology has spawned the gradual transition of classroom teaching space from single screen to multiple screens, and how to set up the screen layout to build an efficient digital environment has become an important research topic at present. Based on cognitive load theory and eye-tracking technology, The study investigated the effects of main screen and second screen conditions on students' attention allocation (AOI attention, SRT scanning reaction time) and learning effects (retention and transfer scores) through a quasi-experimental design (N=24). The results showed that students' scanning reaction time (SRT) was significantly faster in the main screen group than in the second screen group (d=4.22, p<0.001), and the teacher's descriptive gestures significantly improved retention scores of learning outcomes (d=0.89, p<0.05). The aim of this research is to supply the basis and practical suggestions for the optimization of the layout and use of screens in the smart classroom teaching space and to promote the integration and symbiosis of ‘people-objects-technology’ in classroom teaching, to enhance student's learning experience and outcomes.

Authors

• Aixia Li, LUDONG UNIVERSITY

• Lu Li, The Universisity of Ludong

• liyan yu, Ludong University

• 子群 李, Ludong university