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The Effect of Cue Labeling in Multimedia Learning: Evidence From Eye Tracking

Cue labels are useful during multimedia learning. According to spatial contiguity principle, people learn more when related words and pictures are displayed spatially near one another. Well-arranged labels of multimedia material can greatly facilitate learning. This study used eye tracking to examin...

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Detalles Bibliográficos
Autores principales: Hu, Jialu, Zhang, Jinkun
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8716437/
https://www.ncbi.nlm.nih.gov/pubmed/34975627
http://dx.doi.org/10.3389/fpsyg.2021.736922
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author Hu, Jialu
Zhang, Jinkun
author_facet Hu, Jialu
Zhang, Jinkun
author_sort Hu, Jialu
collection PubMed
description Cue labels are useful during multimedia learning. According to spatial contiguity principle, people learn more when related words and pictures are displayed spatially near one another. Well-arranged labels of multimedia material can greatly facilitate learning. This study used eye tracking to examine the joint influence of label size (large vs. small) and color (included vs. not) on multimedia learning. The results revealed that larger labels led to better retention test performance and a higher AOI glance count, but no cueing effect was found for color. Cues have a certain attention-leading function that promotes the learner remembering the content. These findings suggest that salient labels that provide explanatory information can guide learners’ attention and facilitate learning, though a combination of label size and color salience did not demonstrate a superior cueing effect.
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spelling pubmed-87164372021-12-31 The Effect of Cue Labeling in Multimedia Learning: Evidence From Eye Tracking Hu, Jialu Zhang, Jinkun Front Psychol Psychology Cue labels are useful during multimedia learning. According to spatial contiguity principle, people learn more when related words and pictures are displayed spatially near one another. Well-arranged labels of multimedia material can greatly facilitate learning. This study used eye tracking to examine the joint influence of label size (large vs. small) and color (included vs. not) on multimedia learning. The results revealed that larger labels led to better retention test performance and a higher AOI glance count, but no cueing effect was found for color. Cues have a certain attention-leading function that promotes the learner remembering the content. These findings suggest that salient labels that provide explanatory information can guide learners’ attention and facilitate learning, though a combination of label size and color salience did not demonstrate a superior cueing effect. Frontiers Media S.A. 2021-12-16 /pmc/articles/PMC8716437/ /pubmed/34975627 http://dx.doi.org/10.3389/fpsyg.2021.736922 Text en Copyright © 2021 Hu and Zhang. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Hu, Jialu
Zhang, Jinkun
The Effect of Cue Labeling in Multimedia Learning: Evidence From Eye Tracking
title The Effect of Cue Labeling in Multimedia Learning: Evidence From Eye Tracking
title_full The Effect of Cue Labeling in Multimedia Learning: Evidence From Eye Tracking
title_fullStr The Effect of Cue Labeling in Multimedia Learning: Evidence From Eye Tracking
title_full_unstemmed The Effect of Cue Labeling in Multimedia Learning: Evidence From Eye Tracking
title_short The Effect of Cue Labeling in Multimedia Learning: Evidence From Eye Tracking
title_sort effect of cue labeling in multimedia learning: evidence from eye tracking
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8716437/
https://www.ncbi.nlm.nih.gov/pubmed/34975627
http://dx.doi.org/10.3389/fpsyg.2021.736922
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