TY - JOUR
T1 - Effects of prior knowledge and joint attention on learning from eye movement modelling examples
AU - Chisari, Lucia B.
AU - Mockevičiūtė, Akvilė
AU - Ruitenburg, Sterre K.
AU - van Vemde, Lian
AU - Kok, Ellen M.
AU - van Gog, Tamara
PY - 2020/8
Y1 - 2020/8
N2 - Eye movement modelling examples (EMMEs) are instructional videos of a model's demonstration and explanation of a task that also show where the model is looking. EMMEs are expected to synchronize students' visual attention with the model's, leading to better learning than regular video modelling examples (MEs). However, synchronization is seldom directly tested. Moreover, recent research suggests that EMMEs might be more effective than ME for low prior knowledge learners. We therefore used a 2 × 2 between‐subjects design to investigate if the effectiveness of EMMEs (EMMEs/ME) is moderated by prior knowledge (high/low, manipulated by pretraining), applying eye tracking to assess synchronization. Contrary to expectations, EMMEs did not lead to higher learning outcomes than ME, and no interaction with prior knowledge was found. Structural equation modelling shows the mechanism through which EMMEs affect learning: Seeing the model's eye movements helped learners to look faster at referenced information, which was associated with higher learning outcomes.
AB - Eye movement modelling examples (EMMEs) are instructional videos of a model's demonstration and explanation of a task that also show where the model is looking. EMMEs are expected to synchronize students' visual attention with the model's, leading to better learning than regular video modelling examples (MEs). However, synchronization is seldom directly tested. Moreover, recent research suggests that EMMEs might be more effective than ME for low prior knowledge learners. We therefore used a 2 × 2 between‐subjects design to investigate if the effectiveness of EMMEs (EMMEs/ME) is moderated by prior knowledge (high/low, manipulated by pretraining), applying eye tracking to assess synchronization. Contrary to expectations, EMMEs did not lead to higher learning outcomes than ME, and no interaction with prior knowledge was found. Structural equation modelling shows the mechanism through which EMMEs affect learning: Seeing the model's eye movements helped learners to look faster at referenced information, which was associated with higher learning outcomes.
U2 - 10.1111/jcal.12428
DO - 10.1111/jcal.12428
M3 - Article
VL - 36
SP - 569
EP - 579
JO - Journal of Computer Assisted Learning
JF - Journal of Computer Assisted Learning
SN - 0266-4909
IS - 4
ER -