Studying the Expertise Reversal of the Multimedia Signaling Effect at a Process Level: Evidence from Eye Tracking

Autor/inn/en	Richter, Juliane; Scheiter, Katharina
Titel	Studying the Expertise Reversal of the Multimedia Signaling Effect at a Process Level: Evidence from Eye Tracking
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 47 (2019) 6, S.627-658 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Richter, Juliane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-019-09492-3
Schlagwörter	Expertise; Eye Movements; Cognitive Processes; Secondary School Students; Prior Learning; Textbook Content; Layout (Publications); Electronic Publishing; Difficulty Level; Multimedia Materials; Knowledge Level + Suchen Sie Ihr Suchwort? Expert appraisal; Augenbewegung; Cognitive process; Kognitiver Prozess; Sekundarschüler; Vorkenntnisse; Lehrbuchtext; Textgestaltung; Elektronisches Publizieren; Schwierigkeitsgrad; Wissensbasis
Abstract	The purpose of this study was to shed light on the cognitive processes underlying the expertise reversal effect related to multimedia signaling. Multimedia signals highlight correspondences between text and pictures, which is supposed to support text-picture integration and thus learning from multimedia. Previous research suggests that learners' prior knowledge moderates the multimedia signaling effect in that they only aid learners with low prior knowledge (LPK). We conducted an eye tracking study with students in secondary education who learned with a digital textbook in one of the two versions: (a) a basic version with mostly text signals only (e.g., bold face), or (b) an extended version with additional multimedia signals that aimed at supporting text-picture integration (e.g., color coding of corresponding text and picture elements). In addition to learning outcomes, we assessed students' cognitive load and gaze behavior as process measures. Results revealed that only LPK learners were supported in learning whereas HPK learners were not affected by multimedia signals (partial expertise reversal). A moderated mediation analysis revealed that multimedia signals affected gaze behavior of LPK students in that they looked earlier at pictures. For high prior knowledge students multimedia signals lead to a higher subjective germane cognitive load. Thus, multimedia signals affected processing of materials. However, the process measures did not explain the expertise reversal of the signaling effect regarding learning outcome. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01