Designing Text and Visualizations in Multimedia Learning How to Overcome Split Attention Effects?
-
- Englisch ausgewählt
46,99 €
inkl. gesetzl. MwSt.,
Beschreibung
Produktdetails
Einband
Taschenbuch
Erscheinungsdatum
05.12.2007
Verlag
VDMSeitenzahl
132
Maße (L/B/H)
24/17/0,8 cm
Gewicht
230 g
Sprache
Englisch
ISBN
978-3-8364-3288-7
"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.
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.
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