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Please use this identifier to cite or link to this item: http://ntour.ntou.edu.tw:8080/ir/handle/987654321/46747

Title: Instructional Suggestions Supporting Science Learning in Digital Environments Based on a Review of Eye Tracking Studies
Authors: Fang-Ying Yang
Meng-Jung Tsai
Cheng-Chieh Chang
Guo-Li Chiou
Silvia Wen-Yu Lee
Li-Ling Chen
Contributors: 國立臺灣海洋大學:教育研究所
Keywords: Verbal learning
Educational environment
Visual learning
Multimedia materials
Eye tracking data
Science learning
Eye movements
Graphics
Date: 2018
Issue Date: 2018-06-04T06:47:02Z
Publisher: Journal of Educational Technology & Society
Abstract: 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.
Relation: 21(2) pp.28-45
URI: http://ntour.ntou.edu.tw:8080/ir/handle/987654321/46747
Appears in Collections:[教育研究所] 期刊論文

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