Dynamic Signals in Instructional Videos Support Students to Navigate through Complex Representations: An Eye-Tracking Study

Autor/inn/en	Rodemer, Marc; Lindner, Marlit A.; Eckhard, Julia; Graulich, Nicole; Bernholt, Sascha
Titel	Dynamic Signals in Instructional Videos Support Students to Navigate through Complex Representations: An Eye-Tracking Study
Quelle	In: Applied Cognitive Psychology, 36 (2022) 4, S.852-863 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rodemer, Marc) ORCID (Lindner, Marlit A.) ORCID (Eckhard, Julia) ORCID (Graulich, Nicole) ORCID (Bernholt, Sascha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.3973
Schlagwörter	Instructional Films; Video Technology; Multimedia Materials; Cognitive Processes; Difficulty Level; Navigation (Information Systems); Eye Movements; Retention (Psychology); Attention; Undergraduate Students; Chemistry; Student Reaction + Suchen Sie Ihr Suchwort? Lehrfilm; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Augenbewegung; Merkfähigkeit; Aufmerksamkeit; Chemie; Schülerkritik
Abstract	In this eye-tracking experiment, we compared instructional videos with static signals, dynamic signals and no signaling in a within-subject design. We tracked eye movements from 28 undergraduate chemistry students while they were watching instructional videos about reaction mechanisms in the different signaling conditions. Further, we assessed students' cognitive load, as well as retention performance. We employed a Latin square design to control for sequencing and content effects of the instructional videos. Our data showed that dynamic signals helped students to better focus their attention to the relevant features of the representations virtually across the entire time of the video presentation. Furthermore, dynamic signals increased retention performance while they decreased extraneous cognitive load. Overall, our findings show the crucial role of pairing the signaling principle with the temporal contiguity principle in instructional videos to help students navigate through complex symbolic representations and improve their learning success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01