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How Revisions to Mathematical Visuals Affect Cognition: Evidence from Eye Tracking

How Revisions to Mathematical Visuals Affect Cognition: Evidence from Eye Tracking

Virginia Clinton, Jennifer L. Cooper, Joseph E. Michaelis, Martha W. Alibali, Mitchell J. Nathan
Copyright: © 2017 |Pages: 24
ISBN13: 9781522510055|ISBN10: 1522510052|EISBN13: 9781522510062
DOI: 10.4018/978-1-5225-1005-5.ch010
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MLA

Clinton, Virginia, et al. "How Revisions to Mathematical Visuals Affect Cognition: Evidence from Eye Tracking." Eye-Tracking Technology Applications in Educational Research, edited by Christopher Was, et al., IGI Global, 2017, pp. 195-218. https://doi.org/10.4018/978-1-5225-1005-5.ch010

APA

Clinton, V., Cooper, J. L., Michaelis, J. E., Alibali, M. W., & Nathan, M. J. (2017). How Revisions to Mathematical Visuals Affect Cognition: Evidence from Eye Tracking. In C. Was, F. Sansosti, & B. Morris (Eds.), Eye-Tracking Technology Applications in Educational Research (pp. 195-218). IGI Global. https://doi.org/10.4018/978-1-5225-1005-5.ch010

Chicago

Clinton, Virginia, et al. "How Revisions to Mathematical Visuals Affect Cognition: Evidence from Eye Tracking." In Eye-Tracking Technology Applications in Educational Research, edited by Christopher Was, Frank Sansosti, and Bradley Morris, 195-218. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1005-5.ch010

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Abstract

Mathematics curricula are frequently rich with visuals, but these visuals are often not designed for optimal use of students' limited cognitive resources. The authors of this study revised the visuals in a mathematics lesson based on instructional design principles. The purpose of this study is to examine the effects of these revised visuals on students' cognitive load, cognitive processing, learning, and interest. Middle-school students (N = 62) read a lesson on early algebra with original or revised visuals while their eye movements were recorded. Students in the low prior knowledge group had less cognitive load and cognitive processing with the revised lesson than the original lesson. However, the reverse was true for students in the middle prior knowledge group. There were no effects of the revisions on learning. The findings are discussed in the context of the expertise reversal effect as well as the cognitive theory of multimedia learning and cognitive load theory.

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