The purpose of this study is to investigate the impact of motion on visual attention when engaged in an educational multimedia presentation. Participants will be presented with a sequence of images illustrating lightning formation. Some participants will be shown static images, while others will be given images that contain motion, such as arrows moving across the computer screen. In addition to motion, descriptions of lightning formation will be presented in text or auditory format. When auditory stimuli are implemented, they will mimic the text presented on the images. Following the presentation, participants will be assessed on their knowledge of lightning formation gained from the presentation, as well as their prior knowledge of meteorology. While participants view the presentation, we will track their eye movements and analyze characteristics of viewing behavior such as: fixation sequences, duration, and locations within and between regions of interest. Using the information we gain from this study, we are interested in exploring how information presented in educational multimedia presentations impacts learner’s viewing behaviors and subsequent knowledge. It is hypothesized that the addition of motion will be beneficial to learning when presented with auditory information, but will hinder learning when images include text. Eye movement data will demonstrate that participants trying to read text and follow motion cues will exhibit shorter fixation times and more transitions between regions of interest. Conclusions drawn from this study will aim to improve instructional methods for complex topics.
Tocco, Audrey; Darling, Ryan; and Lewis, Joanna, "How does motion impact visual attention and learning?" (2020). 2020 Graduate Presentations. 3.