Eye Movement Modeling Examples guide viewer eye movements but do not improve learning |
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| Institution: | 1. Department of Psychology and Human Development, Vanderbilt University, Peabody College #552, 230 Appleton Pl, Nashville, TN, 37203, United States;2. Department of Electrical Engineering and Computer Science, Vanderbilt University, Featheringhill Hall, 400 24th, Ave S. Nashville, TN, 37212, United States;1. University of Würzburg, Department of Psychology (Developmental Psychology), Röntgenring 10, 97070, Würzburg, Germany;2. University of Würzburg, Department of Psychology (Educational Psychology), Röntgenring 10, 97070, Würzburg, Germany;1. Institute for Psychology of Learning and Instruction at Kiel University, Germany;2. Hector Research Institute of Education Sciences and Psychology at University of Tübingen, Germany;3. Max Planck Institute for Human Development, Berlin, Germany;1. 2423 Norman Hall Room 2-054, PO BOX 117041, University of Florida, Gainesville, FL, 32611, USA;2. CB 3500 Peabody Hall Room 113, University of North Carolina, Chapel Hill, NC, 27599-2500, USA;3. Hoam Hall 51206, Sungkyunkwan University, 25-2 Sungkyunkwan-ro, Jongno-gu, Seoul, South Korea;4. Carlson Education Building 399F, University of Nevada, Las Vegas, 4505 S. Maryland Parkway, Las Vegas, NV, 89154, USA;1. University of Mannheim, Germany;2. Institute for Educational Analysis Baden-Württemberg, Germany |
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| Abstract: | Recent research has tested whether Eye Movement Modeling Examples (EMMEs) can effectively cue attention and improve learning. However, the effects of EMMEs are variable, and the degree to which viewers follow these cues remains unclear. In the current paper, we compared screen-captured instructional videos that included an EMME in the form of a transparent circular overlay depicting the instructor's gaze location with identical videos that lacked this cue. We observed that EMMEs drove viewer saccades to cued locations and resulted in shorter distances between viewer gaze and the EMME, but learning performance and video preference were unaffected by the presence of an EMME. We argue that EMMEs can effectively guide attention, but the range of circumstances under which they improve learning may be limited. |
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| Keywords: | Attention cueing Eye tracking Multimedia learning Eye movement modeling examples Instructional videos |
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