Looking through Sherlock's eyes: Effects of eye movement modelling examples with and without verbal explanations on deductive reasoning

Tim van Marlen*, Margot van Wermeskerken, Halszka Jarodzka, Maartje Raijmakers, Tamara van Gog

*Corresponding author for this work

Research output: Contribution to JournalArticleAcademicpeer-review

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Abstract

Background: Eye movement modelling examples (EMME) are demonstrations in which learners' not only see a model's (e.g., a teacher's) task performance on a computer screen (as in regular video examples) but also the model's eye movements (represented as moving coloured dots overlaid on the screen). Thereby EMME help guide learners' attention towards the relevant information and can model cognitive strategies which are otherwise unobservable for learners. Objectives: This study investigated whether EMME can help to learn deductive reasoning strategies and how the presence/absence of a teacher's verbal explanation affects learning from EMME. Methods: Secondary education students (N = 137) were randomly assigned to study video examples under one of four conditions in a 2 (EMME: yes/no) x 2 (verbal explanations: yes/no) between-subjects design. Results and Conclusions: Results revealed only a beneficial effect of the presence of verbal explanations on performance on the practice problems, but no pretest-to-posttest learning gains. Implications: Seeing the teacher's eye movements does not appear to enhance learning of deductive reasoning. The presence/absence of the teacher's verbal explanation does not seem to affect learning deductive reasoning.

Original languageEnglish
Pages (from-to)1497-1506
Number of pages10
JournalJournal of Computer Assisted Learning
Volume38
Issue number5
Early online date28 Jul 2022
DOIs
Publication statusPublished - Oct 2022

Bibliographical note

Funding Information:
This research was funded by a Vidi grant (#452-11-006) from the Netherlands Organization for Scientific Research (NWO) awarded to Tamara van Gog. The authors would like to thank Susan Ravensbergen for assistance with data collection. Lastly, the authors thank all the staff members and students of Krimpenerwaard College for participating.

Funding Information:
This research was funded by a Vidi grant (#452‐11‐006) from the Netherlands Organization for Scientific Research (NWO) awarded to Tamara van Gog. The authors would like to thank Susan Ravensbergen for assistance with data collection. Lastly, the authors thank all the staff members and students of Krimpenerwaard College for participating.

Publisher Copyright:
© 2022 John Wiley & Sons Ltd.

Keywords

  • attention cueing
  • example-based learning
  • eye movement modelling examples
  • eye tracking

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