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Sinyal İlkesinin Öğrenme Üzerindeki Etkileri: Bir Göz Hareketleri İzleme Çalışması

Yıl 2018, Cilt: 14 Sayı: 2, 700 - 713, 31.08.2018
https://doi.org/10.17860/mersinefd.360724

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.

Kaynakça

  • 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
  • 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
  • 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.
  • 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
  • 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
  • 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.
  • Fletcher, J. D., & Tobias, S. (2005). The multimedia principle. In Cambridge Handbook of multimedia learning.
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32(1), 1–19. https://doi.org/10.1207/s15326985ep3201
  • Mayer, R. E. (2005a). Cognitive Theory of Multimedia Learning. The Cambridge Handbook of Multimedia Learning, 31–48. https://doi.org/10.1207/s15326985ep4102_2
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • Owens, P., & Sweller, J. (2008). Cognitive load theory and music instruction. Educational Psychology, 28(1), 29–45. https://doi.org/10.1080/01443410701369146
  • 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
  • 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.
  • 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
  • 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
  • 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).
  • 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
  • Sorden, S. D. (2012). The cognitive theory of multimedia learning. In Handbook of Educational Theories (pp. 1–31).
  • Soruç, A. (2015). What Makes Redundant Presentation of Multimedia Learning Difficult? Procedia-Social and Behavioral Sciences, 191, 2844–2848.
  • 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
  • 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.
  • 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
  • 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
  • Vekiri, I. (2002). What is the value of graphical displays in learning? Educational Psychology Review. https://doi.org/10.1023/A:1016064429161

How Signaling Principle Affects Learning: An Eye Tracking Study

Yıl 2018, Cilt: 14 Sayı: 2, 700 - 713, 31.08.2018
https://doi.org/10.17860/mersinefd.360724

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.

Kaynakça

  • 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
  • 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
  • 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.
  • 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
  • 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
  • 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.
  • Fletcher, J. D., & Tobias, S. (2005). The multimedia principle. In Cambridge Handbook of multimedia learning.
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32(1), 1–19. https://doi.org/10.1207/s15326985ep3201
  • Mayer, R. E. (2005a). Cognitive Theory of Multimedia Learning. The Cambridge Handbook of Multimedia Learning, 31–48. https://doi.org/10.1207/s15326985ep4102_2
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • Owens, P., & Sweller, J. (2008). Cognitive load theory and music instruction. Educational Psychology, 28(1), 29–45. https://doi.org/10.1080/01443410701369146
  • 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
  • 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.
  • 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
  • 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
  • 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).
  • 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
  • Sorden, S. D. (2012). The cognitive theory of multimedia learning. In Handbook of Educational Theories (pp. 1–31).
  • Soruç, A. (2015). What Makes Redundant Presentation of Multimedia Learning Difficult? Procedia-Social and Behavioral Sciences, 191, 2844–2848.
  • 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
  • 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.
  • 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
  • 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
  • Vekiri, I. (2002). What is the value of graphical displays in learning? Educational Psychology Review. https://doi.org/10.1023/A:1016064429161
Toplam 37 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Mehmet Dönmez

Sibel Doğan

Evrim Baran

Yayımlanma Tarihi 31 Ağustos 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 14 Sayı: 2

Kaynak Göster

APA Dönmez, M., Doğan, S., & Baran, E. (2018). How Signaling Principle Affects Learning: An Eye Tracking Study. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 14(2), 700-713. https://doi.org/10.17860/mersinefd.360724

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