How to improve learning from video, using an eye tracker

Research output: Contribution to conferenceAbstractOther research output

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Abstract

The initial trigger of this research about learning from video was the availability of log files from users of video material. Video modality is seen as attractive as it is associated with the relaxed mood of watching TV.
The experiments in this research have the goal to gain more insight in viewing patterns of students when viewing video. Students received an awareness instruction about the use of possible alternative viewing behaviors to see whether this would enhance their learning effects.
We found that:
- the learning effects of students with a narrow viewing repertoire were less than the learning effects of students with a broad viewing repertoire or strategic viewers.
- students with some basic knowledge of the topics covered in the videos benefited most from the use of possible alternative viewing behaviors and students with low prior knowledge benefited the least.
- the knowledge gain of students with low prior knowledge disappeared after a few weeks; knowledge construction seems worse when doing two things at the same time.
- media players could offer more options to help students with their search for the content they want to view again.
- there was no correlation between pervasive personality traits and viewing behavior of students.
The right use of video in higher education will lead to students and teachers that are more aware of their learning and teaching behavior, to better videos, to enhanced media players, and, finally, to higher learning effects that let users improve their learning from video.
Original languageEnglish
Pages313
Publication statusPublished - 2014
Event17th European Conference on Eye Movements 2013 - Lund University Humanities Lab, Lund, Sweden
Duration: 11 Aug 201316 Aug 2013
Conference number: 17th
http://ecem2013.eye-movements.org/

Conference

Conference17th European Conference on Eye Movements 2013
Abbreviated titleECEM 2013
CountrySweden
CityLund
Period11/08/1316/08/13
Internet address

Keywords

  • higher education
  • video
  • eye-tracking

Cite this

de Boer, J. (2014). How to improve learning from video, using an eye tracker. 313. Abstract from 17th European Conference on Eye Movements 2013, Lund, Sweden.
de Boer, Jelle. / How to improve learning from video, using an eye tracker. Abstract from 17th European Conference on Eye Movements 2013, Lund, Sweden.
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de Boer, J 2014, 'How to improve learning from video, using an eye tracker' 17th European Conference on Eye Movements 2013, Lund, Sweden, 11/08/13 - 16/08/13, pp. 313.

How to improve learning from video, using an eye tracker. / de Boer, Jelle.

2014. 313 Abstract from 17th European Conference on Eye Movements 2013, Lund, Sweden.

Research output: Contribution to conferenceAbstractOther research output

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AB - The initial trigger of this research about learning from video was the availability of log files from users of video material. Video modality is seen as attractive as it is associated with the relaxed mood of watching TV. The experiments in this research have the goal to gain more insight in viewing patterns of students when viewing video. Students received an awareness instruction about the use of possible alternative viewing behaviors to see whether this would enhance their learning effects. We found that:- the learning effects of students with a narrow viewing repertoire were less than the learning effects of students with a broad viewing repertoire or strategic viewers.- students with some basic knowledge of the topics covered in the videos benefited most from the use of possible alternative viewing behaviors and students with low prior knowledge benefited the least.- the knowledge gain of students with low prior knowledge disappeared after a few weeks; knowledge construction seems worse when doing two things at the same time.- media players could offer more options to help students with their search for the content they want to view again.- there was no correlation between pervasive personality traits and viewing behavior of students.The right use of video in higher education will lead to students and teachers that are more aware of their learning and teaching behavior, to better videos, to enhanced media players, and, finally, to higher learning effects that let users improve their learning from video.

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de Boer J. How to improve learning from video, using an eye tracker. 2014. Abstract from 17th European Conference on Eye Movements 2013, Lund, Sweden.