A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers. Any one instance of distance learning will make choices among these media, perhaps using several.

Multimedia in Learning

Book Review : Yuriy V. Karpov. The Neo-Vygotskian Approach to Child Development, Cambridge, UK: Cambridge University Press, 2005

The Cambridge handbook of multimedia learning

Eye behaviour provides valuable information revealing one's higher cognitive functions and state of affect. Although eye tracking is gaining ground in the research community, it is not yet a popular approach for the detection of emotional and cognitive states. In this paper, we present a review of eye and pupil tracking related metrics (such as gaze, fixations, saccades, blinks, pupil size variation, etc.) utilized towards the detection of emotional and cognitive processes, focusing on visual attention, emotional arousal and cognitive workload. Besides, we investigate their involvement as well as the computational recognition methods employed for the reliable emotional and cognitive assessment. The publicly available datasets employed in relevant research efforts were collected and their specifications and other pertinent details are described. The multimodal approaches which combine eye-tracking features with other modalities (e.g. biosignals), along with artificial intelligence and machine learning techniques were also surveyed in terms of their recognition/classification accuracy. The limitations, current open research problems and prospective future research directions were discussed for the usage of eye-tracking as the primary sensor modality. This study aims to comprehensively present the most robust and significant eye/pupil metrics based on available literature towards the development of a robust emotional or cognitive computational model. 

https://zenodo.org/record/4740077/files/Review_of_eye_tracking_metrics_involved_in_emotional_and_cognitive_processes_pre_print_v3.pdf

Review of Eye Tracking Metrics Involved in Emotional and Cognitive Processes

Performance finding a target improves when artificial cues direct covert attention to the target's probable location or locations, but how do predictive cues help observers search for objects in real scenes? Controlling for target detectability and retinal eccentricity, we recorded observers' first saccades during search for objects that appeared in expected and unexpected locations within real scenes. As has been found with synthetic images and cues, accuracy of first saccades was significantly higher when the target appeared at an expected location rather than an unexpected location. Observers' saccades with target-absent images make it possible to distinguish two mechanisms that might mediate this effect: limited attentional resources versus differential weighting of information (Bayesian priors). Endpoints of first saccades in target-absent images were significantly closer to the expected than the unexpected locations, a result consistent with the differential-weighting model and inconsistent with limited resources being the sole mechanism underlying the effect.

Attentional cues in real scenes, saccadic targeting and Bayesian priors

Virtual Reality Head-Mounted Displays (HMDs) reached the consumer market and are used for learning purposes. Risks regarding visual fatigue and high cognitive load arise while using HMDs. These ris...

Measuring Visual Fatigue and Cognitive Load via Eye Tracking while Learning with Virtual Reality Head-Mounted Displays: A Review

In a previous study, DeLeeuw and Mayer (2008) found support for the triarchic model of cognitive load (Sweller, Van Merrienboer, & Paas, 1998, 2019) by showing that three different metrics could be used to independently measure 3 hypothesized types of cognitive load: intrinsic, extraneous, and germane. However, 2 of the 3 metrics that the authors used were intrusive in nature because learning had to be stopped momentarily to complete the measures. The current study extends the design of DeLeeuw and Mayer (2008) by investigating whether learners’ eye movement behavior can be used to measure the three proposed types of cognitive load without interrupting learning. During a 1-hr experiment, we presented a multimedia lesson explaining the mechanism of electric motors to participants who had low prior knowledge of this topic. First, we replicated the main results of DeLeeuw and Mayer (2008), providing further support for the triarchic structure of cognitive load. Second, we identified eye movement measures that differentiated the three types of cognitive load. These findings were independent of participants’ working memory capacity. Together, these results provide further evidence for the triarchic nature of cognitive load (Sweller et al., 1998, 2019), and are a first step toward online measures of cognitive load that could potentially be implemented into computer assisted learning technologies. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Using eye movements to measure intrinsic, extraneous, and germane load in a multimedia learning environment

Cognitive load theory (CLT) provides us guiding principles in the design of learning materials. CLT differentiates three different kinds of cognitive load -- intrinsic, extraneous and germane load. Intrinsic load is related to the learning goal, extraneous load costs cognitive resources but does not contribute to learning. Germane load can foster learning. Objective methods, such as eye movement measures and EEG have been used measure the total cognitive load. Very few research studies, if any, have been completed to measure the three kinds of load separately with physiological methods in a continuous manner. In this current study, we will show how several eye-tracking based parameters are related to the three kinds of load by having explicit manipulation of the three loads independently. Participants having low prior knowledge regarding the learning material participated in the study. Working memory capacity was also measured by an operation memory span task.

/pdf/use-of-eye-tracking-technology-to-investigate-cognitive-load-32qj4ic5xr.pdf

Use of Eye-Tracking Technology to Investigate Cognitive Load Theory

We investigated the effect of hint modality on students’ eye movements on conceptual physics problems with diagrams. We recruited 57 students enrolled in a physics class for future elementary teachers. The participants were randomly assigned to conditions with no hints, visual hints, text hints, audio hints, and all possible hint modality combinations. We found that different hint modalities affect students’ eye movements differently and the difference of students’ eye movements relates to their problem-solving performance. The results of this study are different from the predictions based on Cognitive Theory of Multimedia Learning (CTML). Our results suggest that the cognitive process in physics problem solving may not be fully explained by CTML and therefore more research might be necessary in this area.

/pdf/how-do-multimedia-hints-affect-students-eye-movements-in-4yb4os02ld.pdf

How do Multimedia Hints Affect Students’ Eye Movements in Conceptual Physics Problems?

This study tested the role of the audio soundtrack in the opening scene of Orson Welles’s Touch of Evil (Orson Welles and Albert Zugsmith, 1958) in supporting a predictive inference that a time bomb will explode, as the filmmakers intended. We designed two experiments and interpreted their results using the Scene Perception and Event Comprehension Theory (SPECT). Across both experiments, viewers watched the scene, we manipulated their knowledge of the bomb, and they made a predictive inference just before the bomb would explode. Experiment 1 found that the likelihood of predicting the explosion decreased when the soundtrack was absent. Experiment 2 showed that individual differences in working memory accounted for variability in generating the prediction when the soundtrack was absent. We explore the implications for filmmaking in general.

“This Ticking Noise in My Head”: How Sound Design, Dialogue, Event Structure, and Viewer Working Memory Interact in the Comprehension of Touch of Evil (1958)

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Using eye movements to measure intrinsic, extraneous, and germane load in a multimedia learning environment

Use of Eye-Tracking Technology to Investigate Cognitive Load Theory

Use of Eye-Tracking Technology to Investigate Cognitive Load Theory

How do Multimedia Hints Affect Students’ Eye Movements in Conceptual Physics Problems?

“This Ticking Noise in My Head”: How Sound Design, Dialogue, Event Structure, and Viewer Working Memory Interact in the Comprehension of Touch of Evil (1958)