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The Use of Eye-gaze to Understand Multimedia Learning

The Use of Eye-gaze to Understand Multimedia Learning

Malinda Desjarlais
Copyright: © 2017 |Pages: 21
ISBN13: 9781522510055|ISBN10: 1522510052|EISBN13: 9781522510062
DOI: 10.4018/978-1-5225-1005-5.ch007
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MLA

Desjarlais, Malinda. "The Use of Eye-gaze to Understand Multimedia Learning." Eye-Tracking Technology Applications in Educational Research, edited by Christopher Was, et al., IGI Global, 2017, pp. 122-142. https://doi.org/10.4018/978-1-5225-1005-5.ch007

APA

Desjarlais, M. (2017). The Use of Eye-gaze to Understand Multimedia Learning. In C. Was, F. Sansosti, & B. Morris (Eds.), Eye-Tracking Technology Applications in Educational Research (pp. 122-142). IGI Global. https://doi.org/10.4018/978-1-5225-1005-5.ch007

Chicago

Desjarlais, Malinda. "The Use of Eye-gaze to Understand Multimedia Learning." In Eye-Tracking Technology Applications in Educational Research, edited by Christopher Was, Frank Sansosti, and Bradley Morris, 122-142. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1005-5.ch007

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Abstract

There is great interest in how learners construct knowledge when presented with multimedia. Although information has been gained from evaluating recall performance across multimedia conditions, the use of eye-gaze indices for understanding multimedia learning is becoming increasingly popular. Within the multimedia learning literature, researchers have used duration, frequency and sequence of fixations as well as shifts in eye-gaze to identify differences regarding the selection, organization, and integration of information among learners. The current chapter provides a discussion of eye-gaze measures that have been employed in multimedia research and their related interpretations for the attentional process that takes place during the learning phase. In addition, considerations for using eye-gaze measures to understand multimedia learning are presented.

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