Measuring (meta)cognitive processes in multimedia learning: Matching eye tracking metrics and think‐aloud protocols in case of seductive details

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2024-08-08 DOI:10.1111/jcal.13051

Lisa Stark, Andreas Korbach, Roland Brünken, Babette Park

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引用次数: 0

Abstract

BackgroundIn recent years, eye tracking has become a prominent method for learning research as it is assumed to indicate (meta)cognitive processes. However, there is little empirical evidence for hypothesized relations between eye tracking indicators and specific (meta)cognitive processes so that construct validity of used metrics can be questioned.ObjectivesThe main goal was to provide validity hints in order to create an empirical basis for interpreting specific eye tracking indicators in terms of respective (meta)cognitive processes of multimedia learning.MethodsN = 60 students learned with multimedia instructional material. Referring to a process model of multimedia learning, correlations between theoretically deduced eye tracking indicators with verbalized (meta)cognitive processes of multimedia learning captured by think‐aloud protocols were examined. In addition, the sensitivity of both process measures of (meta)cognitive processes was regarded considering the well‐investigated seductive details effect of an established multimedia instruction in a two‐group design. Finally, serial mediations were calculated in order to investigate whether both process measures complement one another in a joint explanation of the seductive details effect.Results and ConclusionsEye tracking indicators and verbalized (meta)cognitive processes did only partly correspond as it was shown by correlation and serial mediation analyses. However, both measures were sensitive to indicate the seductive details effect. Thus, even though the study provided insights in how validation could be possible, further systematic research will be needed for validating eye tracking indicators of specific (meta)cognitive processes in multimedia learning.

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测量多媒体学习中的（元）认知过程：在诱人细节的情况下匹配眼动跟踪指标和思考-朗读协议

背景近年来，眼动仪已成为学习研究的一种重要方法，因为它被认为可以显示（元）认知过程。然而，眼动跟踪指标与特定（元）认知过程之间的假设关系却鲜有实证证据，因此所用指标的建构效度可能会受到质疑。参照多媒体学习的过程模型，研究了理论上推导出的眼动跟踪指标与通过思考-朗读协议捕捉到的多媒体学习的口头（元）认知过程之间的相关性。此外，考虑到在两组设计中已确立的多媒体教学的诱导细节效应，对（元）认知过程的两种过程测量的敏感性进行了研究。最后，计算了序列中介，以研究这两种过程测量在共同解释细节诱惑效应时是否互为补充。结果与结论相关分析和序列中介分析表明，眼动指标和口头表达的（元）认知过程只有部分对应。然而，这两种测量方法都能敏感地显示出诱惑性细节效应。因此，尽管该研究为如何验证提供了启示，但仍需要进一步的系统研究来验证多媒体学习中特定（元）认知过程的眼动追踪指标。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope