522 research outputs found
Multimedia: How to Combine Language and Visuals
In the last decade, advanced computer technology has allowed for development of information systems and learning environments that combine language with other forms of human communication in innovative ways. Language in the form of written texts, for example, can be combined not only with static pictures or graphs as in printed material, but also with animation or video
Suggestions for Better Integrating ICT enhanced
In: A.J. Kallenberg and M.J.J.M. van de Ven (Eds), 2002, The New Educational Benefits of ICT in Higher Education: Proceedings. Rotterdam: Erasmus Plus BV, OECR
ISBN 90-9016127-9The particular situation of academic teachers and learners in campus-based Higher Education today gives rise to the idea of an integrated dimensional framework for instructional design (ID). We will relate it to the potential of ICT, especially for blended learning. It is argued that the framework can become the kernel of an advisory system addressing current needs of practitioners in campus-based Higher Education by taking advantage of research evidence
Regulating distance to the screen while engaging in difficult tasks
Regulation of distance to the screen (i.e., head-to-screen distance, fluctuation of head-to-screen distance) has been proved to reflect the cognitive engagement of the reader. However, it is still not clear (a) whether regulation of distance to the screen can be a potential parameter to infer high cognitive load and (b) whether it can predict the upcoming answer accuracy. Configuring tablets or other learning devices in a way that distance to the screen can be analyzed by the learning software is in close reach. The software might use the measure as a person-specific indicator of need for extra scaffolding. In order to better gauge this potential, we analyzed eye-tracking data of children (N = 144, Mage = 13 years, SD = 3.2 years) engaging in multimedia learning, as distance to the screen is estimated as a by-product of eye tracking. Children were told to maintain a still seated posture while reading and answering questions at three difficulty levels (i.e., easy vs. medium vs. difficult). Results yielded that task difficulty influences how well the distance to the screen can be regulated, supporting that regulation of distance to the screen is a promising measure. Closer head-to-screen distance and larger fluctuation of head-to-screen distance can reflect that participants are engaging in a challenging task. Only large fluctuation of head-to-screen distance can predict the future incorrect answers. The link between distance to the screen and processing of cognitive task can obtrusively embody reader’s cognitive states during system usage, which can support adaptive learning and testing
Der Einfluss von Repräsentationsformen auf die Lösung von Aufgaben zu funktionalen Zusammenhängen
Eye Tracking Indicators of Reading Approaches in Text-Picture Comprehension
Despite numerous researches on reading as well as multimedia comprehension, reading approaches in text-picture comprehension have become a focus of research only rarely. The current experiment aims at exploring text-picture comprehension in different reading approaches with item solving. In a within subjects design using eye tracking, seventeen secondary school students processed our blended text and picture materials in three different ways. (1) Unguided processing with text and picture and without the question. (2) Information gathering to answer the question after the prior experience with text and pictures. (3) Comprehending text and pictures to solve the task with the prior information of the question. Eye tracking data showed that text and picture play different roles in comprehension in different reading approaches. The data suggest that (1) text plays the main role to construct the mental model in unguided spontaneous processing of text and picture. (2) Students seem to mainly rely on the picture as an external representation when trying to answer a question after the prior experience with the material. (3)Text and picture are both used heavily when students work out an answer with the prior experience with the question presented. The text likely plays a major part in guiding the processing of meaning, whereas the picture is used as an external representation for information retrieval. Our work provides a first step towards an Item Solving Model in Text-Picture Comprehension. It also provides pedagogical implications for learning in secondary school
Enabling, facilitating, and inhibiting effects of animations in multimedia learning: Why reduction of cognitive load can have negative results on learning.
Multimedia: How to Combine Language and Visuals
In the last decade, advanced computer technology has allowed for development of information systems and learning environments that combine language with other forms of human communication in innovative ways. Language in the form of written texts, for example, can be combined not only with static pictures or graphs as in printed material, but also with animation or video
Multimedia: How to Combine Language and Visuals
In the last decade, advanced computer technology has allowed for development of information systems and learning environments that combine language with other forms of human communication in innovative ways. Language in the form of written texts, for example, can be combined not only with static pictures or graphs as in printed material, but also with animation or video
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