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Autor/inn/en | Langner, Axel; Graulich, Nicole; Nied, Marietta |
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Titel | Eye-Tracking as a Promising Tool in Pre-Service Teacher Education--A New Approach to Promote Skills for Digital Multimedia Design |
Quelle | In: Journal of Chemical Education, 99 (2022) 4, S.1651-1659 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Langner, Axel) ORCID (Graulich, Nicole) ORCID (Nied, Marietta) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0021-9584 |
DOI | 10.1021/acs.jchemed.1c01122 |
Schlagwörter | Eye Movements; Preservice Teacher Education; Skill Development; Multimedia Instruction; Multimedia Materials; Instructional Design; Instructional Materials; Visual Aids; Student Teachers; Student Teacher Attitudes; Self Efficacy Augenbewegung; Lehramtsstudiengang; Lehrerausbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Multimediales Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Anschauungsmaterial; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Self-efficacy; Selbstwirksamkeit |
Abstract | With advances in digitization, learning processes can be supported in many ways. The expectation that pre-service teachers learn to design, choose, and use appropriate digital multimedia in their prospective teaching also increases. A university course should thus help student teachers develop their intention and behavior for the future use of digital media in teaching by reinforcing their attitude, subjective norm, and self-efficacy. A crucial aspect when using digital media for teaching and learning purposes is to understand how learners perceive and learn with them. Assessing perceptual processes in multimedia learning with eye-tracking technologies can serve as a means to support student teachers in evaluating learners' perceptions and cognitive processes. This might initiate a meaningful reflection about multimedia design and could positively influence student teachers' behavioral intention for future use of digital media. We present a new course design that was implemented and explored with a cohort of advanced chemistry student teachers. Participants in this course: (1) created learning materials respecting multimedia design principles; (2) investigated the learning processes with these materials in a small empirical eye-tracking study; and (3) reflected on purposeful design of teaching materials in scientific posters. The overall course design, evaluation results, and impact on student teachers' attitude, subjective norm, and self-efficacy expectations toward the use of digital media in teaching are given. Implications for implementing multimedia learning with eye-tracking in a student teacher course are also discussed. (As Provided). |
Anmerkungen | Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |