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Multimodal learning strategies of pupils with various abilities

Ek, Johan LU (2012) KOGM20 20111
Cognitive Science
Abstract
Books and learning materials are often multimodal to their character; with content depicted in text, images, tables, diagrams and so on. This multimodality has shown to motivate students, improve retention and knowledge creation. The question is how this fragmented information is approached, being read and combined into meaning – and is this behaviour similar among different ability groups?
Both eye-tracking and verbal retrospective protocols were used in this pilot study, and in addition to a quantitative eye-tracking analysis a new analytical method was developed combining eye-tracking and verbal data. By segmenting the pupils’ verbal retrospective data, in which they describe their reading process, smaller functional time units was... (More)
Books and learning materials are often multimodal to their character; with content depicted in text, images, tables, diagrams and so on. This multimodality has shown to motivate students, improve retention and knowledge creation. The question is how this fragmented information is approached, being read and combined into meaning – and is this behaviour similar among different ability groups?
Both eye-tracking and verbal retrospective protocols were used in this pilot study, and in addition to a quantitative eye-tracking analysis a new analytical method was developed combining eye-tracking and verbal data. By segmenting the pupils’ verbal retrospective data, in which they describe their reading process, smaller functional time units was transposed onto the eye-tracking data, giving a more detailed window to the cognitive processes of the pupils.
Similar results with previous studies were found such as a general low attention on images and a higher attention to relevant information. However in contrary with previous research higher ability pupils did not attend to relevant content to a higher degree. And in our more search-oriented task, more integrative saccades between text and images, was an unsuccessful strategy in answering the questions.
Although problems of the newly developed dual analytical method; such as large differences in the verbal data, lag between gaze and speech, and the few participants in this pilot study – we see possibilities in the method in cognitive, educational and usability research. (Less)
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author
Ek, Johan LU
supervisor
organization
course
KOGM20 20111
year
type
H2 - Master's Degree (Two Years)
subject
keywords
multimodality, eye-tracking, design, learning, cognition, ability, relevant info, text and images, verbal protocols, strategies, task-oriented reading
language
English
id
2834938
date added to LUP
2012-09-21 14:57:14
date last changed
2012-09-21 14:57:14
@misc{2834938,
  abstract     = {Books and learning materials are often multimodal to their character; with content depicted in text, images, tables, diagrams and so on. This multimodality has shown to motivate students, improve retention and knowledge creation. The question is how this fragmented information is approached, being read and combined into meaning – and is this behaviour similar among different ability groups? 
 Both eye-tracking and verbal retrospective protocols were used in this pilot study, and in addition to a quantitative eye-tracking analysis a new analytical method was developed combining eye-tracking and verbal data. By segmenting the pupils’ verbal retrospective data, in which they describe their reading process, smaller functional time units was transposed onto the eye-tracking data, giving a more detailed window to the cognitive processes of the pupils. 
 Similar results with previous studies were found such as a general low attention on images and a higher attention to relevant information. However in contrary with previous research higher ability pupils did not attend to relevant content to a higher degree. And in our more search-oriented task, more integrative saccades between text and images, was an unsuccessful strategy in answering the questions.
 Although problems of the newly developed dual analytical method; such as large differences in the verbal data, lag between gaze and speech, and the few participants in this pilot study – we see possibilities in the method in cognitive, educational and usability research.},
  author       = {Ek, Johan},
  keyword      = {multimodality,eye-tracking,design,learning,cognition,ability,relevant info,text and images,verbal protocols,strategies,task-oriented reading},
  language     = {eng},
  note         = {Student Paper},
  title        = {Multimodal learning strategies of pupils with various abilities},
  year         = {2012},
}