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|Title:||Visual Cues in a Video-Based Learning Environment: The Role of Prior Knowledge and its Effects on Eye Movement Measures|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Hurzlmeier, M., Watzka, B., Hoyer, C., Girwidz, R., & Ertl, B. (2021). Visual Cues in a Video-Based Learning Environment: The Role of Prior Knowledge and its Effects on Eye Movement Measures. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 3-10). Bochum, Germany: International Society of the Learning Sciences.|
|Abstract:||This study examined the effect of prior knowledge on students’ gaze behavior while studying in a video-based learning environment. A total of 23 participants took part in a lesson about electric circuits. Their learning was accompanied by visual cues that served as written explanations in boxes with arrows. The results showed (1) differences in cue utilization and the amount of visual attention on cued parts depending on different levels of prior knowledge, and (2) varying gaze patterns between experts and novices. Although both prior knowledge groups made use of the visual cues, they probably had different functions for them. In light of these variations, recommendations as a result are made for complex video-based learning that is accompanied by visual cues.|
|Appears in Collections:||ISLS Annual Meeting 2021|
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