Oscar Navarro
University of Castilla–La Mancha
6 Papers
3 Citations
Oscar Navarro is an academic researcher from University of Castilla–La Mancha. The author has contributed to research in topics: Eye tracking & Primary education. The author has an hindex of 4, co-authored 6 publications.
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Papers
Evaluating multimedia learning materials in primary education using eye tracking
TL;DR: The main contribution of this study is the proposal for the use of this evaluation method, which allows to validate empirically and objectively aspects such as the comprehension process of multimedia content, the attention of the students while analyzing the information provided or the cognitive load of the supplied materials.
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Evaluation of Multimedia Educational Materials Using Eye Tracking
TL;DR: It is concluded that a more efficient learning occurs when information is shown using warm colors instead of pastel shades and when color is used to highlight some areas of interest in which the authors want the pupils to focus their attention.
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Psychological Well-Being and Intrinsic Motivation: Relationship in Students Who Begin University Studies at the School of Education in Ciudad Real
TL;DR: There is a positive correlation between the perception of psychological well-being that the participants have and their motivation toward the beginning of university studies and there are also some significant differences, considering the age and gender of the participants.
Motivation of University Students Towards the Use of Information and Communication Technologies and Their Relation to Learning Styles
TL;DR: On examination of the variables corresponding to the university where student study and the latter’s gender were examined, certain differences appeared, such as the prevalence of some learning styles in male participants.
Experience of use of eye tracking technology with children who have attention problems
Oscar Navarro,Angel Luis Gonzalez,Ana I. Molina +2 more
- 01 Sep 2018
TL;DR: In this article, an eye tracking technique was used to record the differences that took place when students with and without attention difficulties were looking at a screen that presented images, text and videos.
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