In this study, factors affecting eye tracking measures and achievement in multimedia learning were explored. Familiarity, redundancy, and control are three important factors, which affect the levels of achievement in multimedia learning. In this study, three experiments were conducted in which the main effects and interactions of familiarity, redundancy, and pace investigated. In Experiment 1, a chemistry lesson with narration were studied twice as multimedia lesson. In Experiment 2, different group of participants studied two versions of chemistry lessons. Both versions had subtitles / however, in one version in Experiment 2, narration was removed from background during the experiment. In Experiment 3, different group of participants studied two versions of mechanism lessons. One of the mechanism lessons was system-paced. The other one was also self-paced / however, in this one, the learner decided to proceed to next slide as his or her own choice. After studying lessons, participants completed an achievement test, which consisted of recognition, recall, and transfer questions. The results showed that fixation count, fixation duration, total fixation duration, and total visit duration showed significant differences as well as interactions as per fragments, familiarity, areas of interest, and type of images, varying in accordance with the lesson type. The correlations among scores of achievement tests and eye tracking metrics were also reported. The results are discussed within the scope of cognitive theory of multimedia learning design principles and cognitive load theory in the conclusion chapter.
| Identifer | oai:union.ndltd.org:METU/oai:etd.lib.metu.edu.tr:http://etd.lib.metu.edu.tr/upload/12615691/index.pdf |
| Date | 01 January 2013 |
| Creators | Alkan, Serkan |
| Contributors | Cagiltay, Kursat |
| Publisher | METU |
| Source Sets | Middle East Technical Univ. |
| Language | English |
| Detected Language | English |
| Type | Ph.D. Thesis |
| Format | text/pdf |
| Rights | Access forbidden for 1 year |
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