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The Use of Eye Tracking as a Research and Instructional Tool in Multimedia Learning

The Use of Eye Tracking as a Research and Instructional Tool in Multimedia Learning

Katharina Scheiter, Alexander Eitel
Copyright: © 2018 |Pages: 22
ISBN13: 9781522538226|ISBN10: 1522538224|EISBN13: 9781522538233
DOI: 10.4018/978-1-5225-3822-6.ch035
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MLA

Scheiter, Katharina, and Alexander Eitel. "The Use of Eye Tracking as a Research and Instructional Tool in Multimedia Learning." Digital Multimedia: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 698-719. https://doi.org/10.4018/978-1-5225-3822-6.ch035

APA

Scheiter, K. & Eitel, A. (2018). The Use of Eye Tracking as a Research and Instructional Tool in Multimedia Learning. In I. Management Association (Ed.), Digital Multimedia: Concepts, Methodologies, Tools, and Applications (pp. 698-719). IGI Global. https://doi.org/10.4018/978-1-5225-3822-6.ch035

Chicago

Scheiter, Katharina, and Alexander Eitel. "The Use of Eye Tracking as a Research and Instructional Tool in Multimedia Learning." In Digital Multimedia: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 698-719. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3822-6.ch035

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Abstract

The present chapter summarizes the state of the art of using eye tracking in research on multimedia learning. It first provides an overview the various eye tracking parameters that have been used in this field before describing its various functions as a research tool. As a research tool eye tracking serves to test and refine assumptions regarding the process of learning with multimedia, explain the origin of individual differences in learning outcomes, gives insight into the effects of instructional interventions at a process level, and enriches other forms of assessment. In addition, more recently eye tracking has also been used to develop materials aimed at supporting multimedia learning. Thus, it also serves as an instructional tool when it used to design adaptive instruction or to model cognitive processes relevant to multimedia learning. The chapter concludes with a description of some of the challenges in using eye tracking in multimedia research.

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