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Showing a model's eye movements in examples does not improve learning of problem-solving tasks

van Marlen, Tim; van Wermeskerken, Margot; Jarodzka, Halszka and van Gog, Tamara (2016) In Computers in Human Behavior 65. p.448-459
Abstract

Eye movement modeling examples (EMME) are demonstrations of a computer-based task by a human model (e.g., a teacher), with the model's eye movements superimposed on the task to guide learners' attention. EMME have been shown to enhance learning of perceptual classification tasks; however, it is an open question whether EMME would also improve learning of procedural problem-solving tasks. We investigated this question in two experiments. In Experiment 1 (72 university students, Mage = 19.94), the effectiveness of EMME for learning simple geometry problems was addressed, in which the eye movements cued the underlying principle for calculating an angle. The only significant difference between the EMME and a no eye movement... (More)

Eye movement modeling examples (EMME) are demonstrations of a computer-based task by a human model (e.g., a teacher), with the model's eye movements superimposed on the task to guide learners' attention. EMME have been shown to enhance learning of perceptual classification tasks; however, it is an open question whether EMME would also improve learning of procedural problem-solving tasks. We investigated this question in two experiments. In Experiment 1 (72 university students, Mage = 19.94), the effectiveness of EMME for learning simple geometry problems was addressed, in which the eye movements cued the underlying principle for calculating an angle. The only significant difference between the EMME and a no eye movement control condition was that participants in the EMME condition required less time for solving the transfer test problems. In Experiment 2 (68 university students, Mage = 21.12), we investigated the effectiveness of EMME for more complex geometry problems. Again, we found no significant effects on performance except for time spent on transfer test problems, although it was now in the opposite direction: participants who had studied EMME took longer to solve those items. These findings suggest that EMME may not be more effective than regular video examples for teaching procedural problem-solving skills.

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author
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Attention cueing, Example-based learning, Eye tracking, Multimedia learning
in
Computers in Human Behavior
volume
65
pages
12 pages
publisher
Elsevier
external identifiers
  • scopus:84992188316
ISSN
0747-5632
DOI
10.1016/j.chb.2016.08.041
language
English
LU publication?
no
id
4813b6ce-5c90-4c4a-94ee-01fe758fbe19
date added to LUP
2017-02-24 10:24:50
date last changed
2017-10-29 04:58:42
@article{4813b6ce-5c90-4c4a-94ee-01fe758fbe19,
  abstract     = {<p>Eye movement modeling examples (EMME) are demonstrations of a computer-based task by a human model (e.g., a teacher), with the model's eye movements superimposed on the task to guide learners' attention. EMME have been shown to enhance learning of perceptual classification tasks; however, it is an open question whether EMME would also improve learning of procedural problem-solving tasks. We investigated this question in two experiments. In Experiment 1 (72 university students, M<sub>age</sub> = 19.94), the effectiveness of EMME for learning simple geometry problems was addressed, in which the eye movements cued the underlying principle for calculating an angle. The only significant difference between the EMME and a no eye movement control condition was that participants in the EMME condition required less time for solving the transfer test problems. In Experiment 2 (68 university students, M<sub>age</sub> = 21.12), we investigated the effectiveness of EMME for more complex geometry problems. Again, we found no significant effects on performance except for time spent on transfer test problems, although it was now in the opposite direction: participants who had studied EMME took longer to solve those items. These findings suggest that EMME may not be more effective than regular video examples for teaching procedural problem-solving skills.</p>},
  author       = {van Marlen, Tim and van Wermeskerken, Margot and Jarodzka, Halszka and van Gog, Tamara},
  issn         = {0747-5632},
  keyword      = {Attention cueing,Example-based learning,Eye tracking,Multimedia learning},
  language     = {eng},
  month        = {12},
  pages        = {448--459},
  publisher    = {Elsevier},
  series       = {Computers in Human Behavior},
  title        = {Showing a model's eye movements in examples does not improve learning of problem-solving tasks},
  url          = {http://dx.doi.org/10.1016/j.chb.2016.08.041},
  volume       = {65},
  year         = {2016},
}