Investigating gaze behavior during processing of inconsistent text-picture information: Evidence for text-picture integration |
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| Institution: | 1. Institute of Psychology, Erasmus University Rotterdam, The Netherlands;2. Department of Education, Utrecht University, The Netherlands;3. Roosevelt Center for Excellence in Education, University College Roosevelt, The Netherlands;1. Department of Science and Mathematics Education, Umeå University, Sweden;2. Umeå Mathematics Education Research Centre, Umeå University, Sweden;3. Department of Psychology, Umeå University, Sweden;1. Department of Athletics, National Taiwan University of Science and Technology, 43, Sec.4, Keelung Rd., Taipei 106, Taiwan, ROC;2. Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, 43, Sec.4, Keelung Rd., Taipei 106, Taiwan, ROC;3. Graduate Institute of Science Education, National Taiwan Normal University, 88. Sec. 4, Tingchou Rd., Taipei 116, Taiwan, ROC;1. Faculty of Psychology, University of Koblenz-Landau, Fortstr. 7, 76829 Landau, Germany;2. Center of Empirical Educational Research, University of Koblenz-Landau, Bürgerstr. 23, 76829 Landau, Germany;3. Institute of Psychology, University of Frankfurt, Theodor-W-Adorno-Platz 5, 60629 Frankfurt, Germany;4. Center for Research on Education and School Development, Technical University of Dortmund, Vogelpothsweg 78, 44227 Dortmund, Germany |
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| Abstract: | In two experiments, eye tracking was used to investigate whether learners construct a mental representation during learning that integrates information from text and pictures. The experimental groups received inconsistent text-picture information on one or two pages of the learning materials. The control groups received only consistent text-picture information. It was expected that learners of the experimental groups should have difficulties in integrating text-picture information when faced with the inconsistencies. This should be reflected in their gaze behavior. Experiment 1 (N = 51) and Experiment 2 (N = 45) confirmed that assumption for several eye tracking variables. Regarding learning outcomes, only in Experiment 1 worse performance of the experimental group was observed. Furthermore, Experiment 2 revealed that the majority of learners did not remember the inconsistency between text and picture when asked for it after learning. In sum, the results add to our understanding about the cognitive processes underlying multimedia learning. |
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| Keywords: | Multimedia learning Text-picture integration Eye tracking Conflicting information |
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