Effect Of Eye Movement Modeling Examples In Multimedia Learning:the Role Of Learning Materials’ Presentation Pace And Learner’s Experience

This study examines the effect of eye-movement modelling example(EMME)in the multimedia learning,and whether learning materials’ presentation pace or learner’s experience was a contributing factor.In Experiment 1,the effectiveness of EMME for learning neurobiology problems was addressed.The result showed that compared with no EMME,Group EMME outperformed Group non-EMME on retention tests and transfer tests.In addition,fixation time of AOI,fixation count of AOI,average fixation of AOI and fixation time percent of AOI of learners in the EMME condition were longer.In Experiment 2,we investigated the interaction between the learning materials’ presentation pace and EMME.We found that learners in the condition of EMME have higher retention score than non-EMME condition whether under system control pace or learner control pace,and have higher transfer score only under system control pace.At the same time,under system control pace,fixation time of AOI,average fixation of AOI and fixation time percent of AOI in the EMME condition were much more than no EMME condition,but not under learner control pace.In Experiment 3,we explored the interaction between the learner’s experience and EMME.The result showed that for learners with low prior knowledge in the EMME condition outperformed non-EMME on retention tests,but not for learners with high prior knowledge.And learners in the EMME condition have higher transfer score no matter with low prior knowledge or high.In addition,fixation time of AOI,fixation count of AOI,average fixation of AOI and fixation time percent of AOI in the EMME condition were much more than no EMME condition.These findings suggest that EMME can promote learner’s attention and learning performance in the multimedia learning,particularly under system control pace and for learners with low prior knowledge.