Designing Text and Visualizations in Multimedia Learning : How to Overcome Split Attention Effects?

Florian Schmidt-Weigand

ISBN 10: 3836432889 / ISBN 13: 9783836432887

Published by VDM Verlag Dr. Müller Dez 2007, 2007

About this Item

Neuware - '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.

Seller Inventory # 9783836432887

Bibliographic Details

• Title: Designing Text and Visualizations in Multimedia Learning : How to Overcome Split Attention Effects?
• Publisher: VDM Verlag Dr. Müller Dez 2007
• Publication Date: 2007
• Language: English
• ISBN 10: 3836432889
• ISBN 13: 9783836432887
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 24W x 0H x 0D centimeters 24 centimeters width by 0 centimeters height by 0 centimeters depth
• Weight: 230 grams

About this title

Synopsis

"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.

About the Author

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.