Instructional Suggestions Supporting Science Learning in Digital Environments Based on a Review of Eye-Tracking Studies

Autor/inn/en	Yang, Fang-Ying; Tsai, Meng-Jung; Chiou, Guo-Li; Lee, Silvia Wen-Yu; Chang, Cheng-Chieh; Chen, Li-Ling
Titel	Instructional Suggestions Supporting Science Learning in Digital Environments Based on a Review of Eye-Tracking Studies
Quelle	In: Educational Technology & Society, 21 (2018) 2, S.28-45 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Teaching Methods; Science Instruction; Learning Processes; Eye Movements; Electronic Learning; Content Analysis; Multimedia Instruction; Individual Characteristics; Role; Computer Graphics; Animation; Individual Differences; Instructional Design; Databases; Educational Research; Literature Reviews + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Learning process; Lernprozess; Augenbewegung; Inhaltsanalyse; Multimediales Lernen; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Rollen; Computergrafik; Individueller Unterschied; Lesson concept; Lessonplan; Unterrichtsentwurf; Datenbank; Bildungsforschung; Pädagogische Forschung
Abstract	The main purpose of this study was to provide instructional suggestions for supporting science learning in digital environments based on a review of eye tracking studies in e-learning related areas. Thirty-three eye-tracking studies from 2005 to 2014 were selected from the Social Science Citation Index (SSCI) database for review. Through a literature analysis program, CATA, and in-depth content analysis of the research methods and findings, five research theme clusters were abstracted from the selected papers, namely, cognitive activities in processing multimedia presentations, multimedia effects, roles of personal factors, effects of instructional design, and learning with dynamic e-platforms. Based on the results of the in-depth theme analyses, it is suggested that the design of e-learning instruction should consider placing related text and graphics in adjacent areas, using one verbal mode at a time, and providing explicit and clear verbal explanations. When using animations, instructors need to explain carefully the goals and contents of the animations to reduce the extraneous cognitive load. In the dynamic learning environment, a pre-training program is necessary for students to become familiar with the new environment. Finally, individual differences such as background knowledge, cognitive abilities and cognitive styles should be taken into consideration in the instructional design. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01