Leibniz-Institut für Wissensmedien, Tübingen, Germany.
University of Tübingen, Germany.
Br J Educ Psychol. 2018 Mar;88(1):80-94. doi: 10.1111/bjep.12175. Epub 2017 Aug 7.
When learning with text and pictures, learners often fail to adequately process the materials, which can be explained as a failure to self-regulate one's learning by choosing adequate cognitive learning processes. Eye movement modelling examples (EMME) showing how to process multimedia instruction have improved elementary school children's learning from text and pictures in previous studies.
We tested whether the positive effects of EMME for improving self-regulated multimedia learning extend to university students and teaching of more comprehensive processing strategies. Moreover, we investigated whether EMME's effectiveness depends upon a learner's cognitive prerequisites.
Participants were 50 university students (38 female; M = 26.88 years) with different study majors.
Different prior knowledge aspects were assessed as cognitive prerequisites. Before learning about mitosis from a multimedia instruction, students either received no intervention or saw EMME demonstrating various multimedia learning processes. Learning outcomes and eye movements served as dependent variables.
Learners in the EMME group showed more intense processing of pictures and more frequent transitions between text and pictures. Weaker learners showed poorer recall performance after having studied EMME, whereas EMME had no effect on stronger students. In the forced-choice verification task, stronger students benefitted from EMME, whereas no effect occurred for weaker students. The picture-processing time was suited to explain the positive effects of EMME for stronger students.
Our results indicate that EMME illustrating a comprehensive set of cognitive processes support multimedia learning for stronger university students.
当学习者通过文本和图片进行学习时，他们常常无法充分处理这些材料，可以解释为他们未能通过选择适当的认知学习过程来自我调节学习。在先前的研究中，展示如何处理多媒体教学的眼动建模示例（EMME）已经提高了小学生从文本和图片中学习的效果。
我们测试了 EMME 是否能够改善自我调节多媒体学习的积极效果是否扩展到大学生和更全面的处理策略的教学。此外，我们还研究了 EMME 的有效性是否取决于学习者的认知前提条件。
参与者为 50 名大学生（38 名女性；M=26.88 岁），学习不同专业。
不同的先验知识方面被评估为认知前提条件。在从多媒体教学中学习有丝分裂之前，学生要么接受没有干预，要么观看 EMME 演示各种多媒体学习过程。学习成果和眼动作为因变量。
EMME 组的学习者对图片的处理更加深入，在文本和图片之间的转换也更加频繁。较弱的学习者在学习 EMME 后表现出较差的回忆表现，而 EMME 对较强的学生没有影响。在强制选择验证任务中，较强的学生受益于 EMME，而较弱的学生则没有效果。图片处理时间适合解释 EMME 对较强学生的积极影响。
我们的结果表明，EMME 展示了一套全面的认知过程，支持较强的大学生进行多媒体学习。
