Designing Text and Visualizations in Multimedia Learning
How to Overcome Split Attention Effects?
(Sprache: Englisch)
"Present words as spoken text rather than printed text" is a common recommendationfor designing multimedia instructions. The book takes a closerlook at this recommendation by raising two questions: (1) How do learnersdistribute their visual attention during...
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"Present words as spoken text rather than printed text" is a common recommendation
for designing multimedia instructions. The book takes a closer
look at this recommendation by raising two questions: (1) How do learners
distribute their visual attention during multimedia learning? And (2) which
design features moderate effects of text presentation on perception and
comprehension? The results of five empirical studies suggest that spoken text
is only preferable under particular constraints. The learners' viewing behavior
- observed via eye tracking - revealed a general preference for printed text
that is distracted by particular design features. Once learners are relieved
from time constrained presentation or from following motion in a dynamic
visualization, the need to split visual attention between printed text and
visualizations loses much of its impact. Understanding the demands of a
learning material on the learner's perception and accounting for individual
reading behavior by implementing user interaction appears promising to
advance the design of multimedia instructions in a learner-supporting
fashion.
Klappentext zu „Designing Text and Visualizations in Multimedia Learning “
"Present words as spoken text rather than printed text"is a common recommendation for designing multimedia instructions. The book takes a closer look at this recommendation by raising two questions: (1) How do learners distribute their visual attention during multimedia learning? And (2) which design features moderate effects of text presentation on perception and comprehension? The results of five empirical studies suggest that spoken text is only preferable under particular constraints. Thelearners'viewing behavior observed via eye tracking revealed a general preference for printed text that is distracted by particular design features. Once learners are relieved from time constrained presentation or from following motion in a dynamic visualization, the need to split visual attention between printed text and visualizationsloses much of its impact. Understanding the demands of a learning material on the learner's perception and accounting for individual reading behavior by implementing user interaction appears promising to advance the design of multimedia instructions in a learner-supporting fashion.
Autoren-Porträt von Florian Schmidt-Weigand
Florian Schmidt-Weigand, Dr. phil., Dipl.-Psych.:Studies in Psychology, Mathematics, and Linguisticsat Philipps University Marburg, doctoral dissertationin Psychology at Justus Liebig UniversityGiessen, currently postdoc at the Institute ofPsychology, University of Kassel.
Bibliographische Angaben
- Autor: Florian Schmidt-Weigand
- 2007, 132 Seiten, Maße: 17 x 24 cm, Kartoniert (TB), Englisch
- Verlag: VDM Verlag Dr. Müller
- ISBN-10: 3836432889
- ISBN-13: 9783836432887
Sprache:
Englisch
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