Sinyal İlkesinin Öğrenme Üzerindeki Etkileri: Bir Göz Hareketleri İzleme Çalışması

Öz

Sinyal ilkesinin öğrenme üzerindeki etkisini araştıran çalışmalarda, genel olarak görüşme, başarı testleri ve sesli düşünme yöntemleri kullanılmaktadır. Ancak, bu çalışmalarda nitel verileri destekleyecek nicel veriler kısıtlıdır. Bu çalışmanın amacı, sinyal ilkesinin öğrenme üzerindeki etkisini göz hareketi verileriyle destekleyerek incelemektedir. Çalışmada, Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) bölümünden 34 öğrenci katılımcı olarak yer almıştır ve katılımcılar kontrol ve deney grubuna rasgele atanmıştır. Deney grubuna katılan öğrencilere önemli noktalar üzerinde vurgulamalar yapılarak sinyal ilkesi uygulanmış MS Power Point sunuları gösterilirken kontrol grubuna aynı sunuların üzerinde vurgulamalar yapılmamış hali gösterilmiştir. Veri toplama aşamasında katılımcılara ön test, son test ve hatırlama testi uygulanmıştır. Ayrıca, çalışma sırasında katılımcıların göz hareketleri verileri (sabitleme süresi, sabitleme sayısı ve ilk sabitleme süresi) kaydedilmiştir. Çalışma sonuçları incelendiğinde, deney grubundaki öğrencilerin son test ve hatırlama testi sonuçlarına göre kontrol grubundaki öğrencilerden daha yüksek puanlar aldıkları tespit edilmiştir ama iki grup arasında anlamlı bir farklılık bulunamamıştır. Göz izleme verilerinin analizine göre ise, sinyal ilkesi kullanımı öğrencilerin dikkatini ilgili kelimelere yöneltmiş ve bilişsel yükünü azaltmıştır. Dahası, başarı test sonuçlarından ve göz izleme verilerinden elde edilen bulgular birbiriyle tutarlı sonuçlar ortaya koymuşlardır.

Anahtar Kelimeler

• çoklu ortam öğrenme kuramı,sinyal ilkesi,vurgulama,göz hareketleri izleme yöntemi

How Signaling Principle Affects Learning: An Eye Tracking Study

Öz

Studies examining the effects of signaling principle on learning mostly used data sources such as interviews, achievement tests and think aloud protocols. There is, however, limited research on the use of quantitative measures to promote findings from interviews and think aloud procedures. This study aimed to investigate the effects of signaling principle on learning by supporting the results with the eye movement data. Participants included 34 Information and Communication Technology (ICT) pre-service teachers divided into experimental and control groups randomly. Participants were presented with two types of MS Power Point presentations with and without highlighted clues as multimedia material. Participants’ pre-test, post-test, and retention test scores were measured. Participants’ gaze behavior (fixation duration, fixation counts and time to first fixation) during the presentation of instructional material was also recorded. The results revealed that while the experimental group had higher scores than control group in the post- and retention tests, there was no significant difference between the two groups. The analysis of eye movement data showed that signaling directed the attention of the students on relevant information and decreased students’ cognitive effort. Results revealed that both eye movement data and achievement scores were consistent with each other.

Anahtar Kelimeler

• multimedia learning,signaling principle,highlighting,eye tracking method

Kaynakça

1. Amadieu, F., Mariné, C., & Laimay, C. (2011). The attention-guiding effect and cognitive load in the comprehension of animations. Computers in Human Behavior, 27(1), 36–40. https://doi.org/10.1016/j.chb.2010.05.009
2. Amadieu, F., van Gog, T., Paas, F., Tricot, A., & Mariné, C. (2009). Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning. Learning and Instruction, 19(5), 376–386. https://doi.org/10.1016/j.learninstruc.2009.02.005
3. Anglin, G. J., Vaez, H., & Cunningham, K. L. (2004). Visual representations and learning: The role of static and animated graphics. Handbook of Research on Educational Communications and Technology, 2, 865–916.
4. Ariasi, N., & Mason, L. (2011). Uncovering the effect of text structure in learning from a science text: An eye-tracking study. Instructional Science, 39(5), 581–601. https://doi.org/10.1007/s11251-010-9142-5
5. Boucheix, J. M., Lowe, R. K., Putri, D. K., & Groff, J. (2013). Cueing animations: Dynamic signaling aids information extraction and comprehension. Learning and Instruction, 25, 71–84. https://doi.org/10.1016/j.learninstruc.2012.11.005
6. Doolittle, P. E., & Altstaedter, L. L. (2009). The effect of working memory capacity on multimedia learning: Does attentional control result in improved performance. Journal of Research in Innovative Teaching, 2(1), 7–25.
7. Fletcher, J. D., & Tobias, S. (2005). The multimedia principle. In Cambridge Handbook of multimedia learning.
8. Gog, T. van, Kester, L., Nievelstein, F., Giesbers, B., & Paas, F. (2009). Uncovering cognitive processes: Different techniques that can contribute to cognitive load research and instruction. Computers in Human Behavior, 25(2), 325–331. https://doi.org/10.1016/j.chb.2008.12.021

9. Hannus, M., & Hyönä, J. (1999). Utilization of Illustrations during Learning of Science Textbook Passages among Low- and High-Ability Children. Contemporary Educational Psychology, 24(2), 95–123. https://doi.org/10.1006/ceps.1998.0987
10. Henderson, J. M., Brockmole, J. R., Castelhano, M. S., & Mack, M. (2007). Visual saliency does not account for eye movements during visual search in real-world scenes. In Eye Movements (pp. 537–562). https://doi.org/10.1016/B978-008044980-7/50027-6
11. Hyönä, J. (2010). The use of eye movements in the study of multimedia learning. Learning and Instruction, 20(2), 172–176. https://doi.org/10.1016/j.learninstruc.2009.02.013
12. Jamet, E. (2014). An eye-tracking study of cueing effects in multimedia learning. Computers in Human Behavior, 32, 47–53. https://doi.org/10.1016/j.chb.2013.11.013
13. Jeung, H., Chandler, P., & Sweller, J. (1997). The Role of Visual Indicators in Dual Sensory Mode Instruction. Educational Psychology, 17(3), 329–345. https://doi.org/10.1080/0144341970170307
14. Lai, M. L., Tsai, M. J., Yang, F. Y., Hsu, C. Y., Liu, T. C., Lee, S. W. Y., … Tsai, C. C. (2013). A review of using eye-tracking technology in exploring learning from 2000 to 2012. Educational Research Review. https://doi.org/10.1016/j.edurev.2013.10.001
15. Mautone, P. D., & Mayer, R. E. (2001). Signaling as a cognitive guide in multimedia learning. Journal of Educational Psychology, 93(2), 377–389. https://doi.org/10.1037/0022-0663.93.2.377
16. Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32(1), 1–19. https://doi.org/10.1207/s15326985ep3201
17. Mayer, R. E. (2005a). Cognitive Theory of Multimedia Learning. The Cambridge Handbook of Multimedia Learning, 31–48. https://doi.org/10.1207/s15326985ep4102_2
18. Mayer, R. E. (2005b). Introduction to multimedia learning. In Cambridge handbook of multimedia learning (pp. 1–16). https://doi.org/10.1075/idj.16.1.13pel
19. Mayer, R. E. (2008). Applying the science of learning: evidence-based principles for the design of multimedia instruction. The American Psychologist, 63(8), 760–769. https://doi.org/10.1037/0003-066X.63.8.760
20. Mayer, R. E. (2013). Research-­Based Principles for Designing Multimedia Instruction Overview of Multimedia Instruction. Acknowledgement and Dedication, 1–12. Retrieved from http://hilt.harvard.edu/files/hilt/files/background_reading.pdf
21. Mayer, R. E., & Moreno, R. (2008). A cognitive theory of multimedia learning: Implications for design principles. Science And Technology, 23(1), 1–14. https://doi.org/10.1177/1463499606066892
22. Moreno, R. (2007). Optimising learning from animations by minimising cognitive load: Cognitive and affective consequences of signalling and segmentation methods. Applied Cognitive Psychology, 21(6), 765–781. https://doi.org/10.1002/acp.1348
23. Mousavi, S. Y., Low, R., & Sweller, J. (1995). Reducing Cognitive Load by Mixing Auditory and Visual Presentation Modes. Journal of Educational Psychology, 87(2), 319–334. https://doi.org/10.1037/0022-0663.87.2.319
24. Owens, P., & Sweller, J. (2008). Cognitive load theory and music instruction. Educational Psychology, 28(1), 29–45. https://doi.org/10.1080/01443410701369146
25. Ozcelik, E., Arslan-Ari, I., & Cagiltay, K. (2010). Why does signaling enhance multimedia learning? Evidence from eye movements. Computers in Human Behavior, 26(1), 110–117. https://doi.org/10.1016/j.chb.2009.09.001
26. Ozcelik, E., Karakus, T., Kursun, E., & Cagiltay, K. (2009). An eye-tracking study of how color coding affects multimedia learning. Computers & Education, 53(2), 445–453.
27. Paas, F., Tuovinen, J., Tabbers, H., & Van Gerven, P. W. M. (2010). Cognitive Load Measurement as a Means to Advance Cognitive Load Theory. Educational Psychologist, 1520(38), 43–52. https://doi.org/10.1207/S15326985EP3801
28. Raney, G. E., Campbell, S. J., & Bovee, J. C. (2014). Using eye movements to evaluate the cognitive processes involved in text comprehension. Journal of Visualized Experiments : JoVE, (83), e50780. https://doi.org/10.3791/50780
29. Sabella, M. S., Cochran, G. L., Marx, J., Franklin, S., & Cummings, K. (2004). Evidence of intuitive and formal knowledge in student responses: examples from the context of dynamics. In AIP Conference Proceedings (Vol. 720, pp. 89–92).
30. Scheiter, K., & Eitel, A. (2010). The effects of signals on learning from text and diagrams: How looking at diagrams earlier and more frequently improves understanding. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 6170 LNAI, pp. 264–270). https://doi.org/10.1007/978-3-642-14600-8_26
31. Sorden, S. D. (2012). The cognitive theory of multimedia learning. In Handbook of Educational Theories (pp. 1–31).
32. Soruç, A. (2015). What Makes Redundant Presentation of Multimedia Learning Difficult? Procedia-Social and Behavioral Sciences, 191, 2844–2848.
33. Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive Load Theory. Cognitive Load Theory, 1, 57–69. https://doi.org/10.1007/978-1-4419-8126-4
34. Techaraungrong, P., Suksakulchai, S., Kaewprapan, W., & Murphy, E. (2017). The design and testing of multimedia for teaching arithmetic to deaf learners. Education and Information Technologies, 22(1), 215–237.
35. van Gog, T., Paas, F., & Van Merriënboer, J. J. G. (2005). Uncovering expertise-related differences in troubleshooting performance: Combining eye movement and concurrent verbal protocol data. Applied Cognitive Psychology, 19(2), 205–221. https://doi.org/10.1002/acp.1112
36. van Gog, T., & Scheiter, K. (2010). Eye tracking as a tool to study and enhance multimedia learning. Learning and Instruction, 20(2), 95–99. https://doi.org/10.1016/j.learninstruc.2009.02.009
37. Vekiri, I. (2002). What is the value of graphical displays in learning? Educational Psychology Review. https://doi.org/10.1023/A:1016064429161