Do prior knowledge, model-observer similarity and social comparison influence the effectiveness of eye movement modeling examples for supporting multimedia learning?
We investigated in an experiment with 180 university students the joint role of prior knowledge, alleged model competence, and social comparison orientation regarding the effectiveness of Eye Movement Modeling Examples (EMME) for supporting multimedia learning. EMME consisted of short videos with ga...
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| Veröffentlicht in: | Instructional science 2021-10, Vol.49 (5), p.607-635 |
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| creator | Krebs, Marie-Christin Schüler, Anne Scheiter, Katharina |
| description | We investigated in an experiment with 180 university students the joint role of prior knowledge, alleged model competence, and social comparison orientation regarding the effectiveness of Eye Movement Modeling Examples (EMME) for supporting multimedia learning. EMME consisted of short videos with gaze replays of an instructed model demonstrating effective multimedia processing strategies. Participants were either instructed that the model in the EMME-videos was a successful learner (competent model) or another participant (peer model). Participants in a control condition received no EMME. Furthermore, we activated domain-relevant prior knowledge in half of the participants before watching the EMME. Against our expectations, we found no influence of either prior knowledge activation or model-observer similarity. As expected, our results indicated that EMME fostered multimedia learning. This was also supported by findings from small-scale meta-analyses that were conducted with the focus on the effect of EMME for multimedia learning and potential moderators of the effect. Moreover, results showed first evidence that social comparison orientation interacts with (alleged) model competence regarding the effectiveness of EMME. Further research is needed to follow up on the influence of individual factors as well as social cues on the effectiveness of EMME. |
| doi_str_mv | 10.1007/s11251-021-09552-7 |
| format | Article |
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EMME consisted of short videos with gaze replays of an instructed model demonstrating effective multimedia processing strategies. Participants were either instructed that the model in the EMME-videos was a successful learner (competent model) or another participant (peer model). Participants in a control condition received no EMME. Furthermore, we activated domain-relevant prior knowledge in half of the participants before watching the EMME. Against our expectations, we found no influence of either prior knowledge activation or model-observer similarity. As expected, our results indicated that EMME fostered multimedia learning. This was also supported by findings from small-scale meta-analyses that were conducted with the focus on the effect of EMME for multimedia learning and potential moderators of the effect. Moreover, results showed first evidence that social comparison orientation interacts with (alleged) model competence regarding the effectiveness of EMME. Further research is needed to follow up on the influence of individual factors as well as social cues on the effectiveness of EMME.</description><identifier>ISSN: 0020-4277</identifier><identifier>EISSN: 1573-1952</identifier><identifier>DOI: 10.1007/s11251-021-09552-7</identifier><language>eng</language><publisher>Dordrecht: Springer Science + Business Media</publisher><subject>College students ; Competence ; Cues ; Education ; Educational Psychology ; Eye fixation ; Eye Movements ; Learning ; Learning and Instruction ; Meta Analysis ; Moderators ; Motor Reactions ; Multimedia ; Multimedia Instruction ; Observational Learning ; ORIGINAL RESEARCH ; Pedagogic Psychology ; Pedagogy ; Prior knowledge ; Prior Learning ; Program Effectiveness ; Social Cognition ; Social comparison ; University students ; Video Technology</subject><ispartof>Instructional science, 2021-10, Vol.49 (5), p.607-635</ispartof><rights>The Author(s) 2021</rights><rights>The Author(s) 2021. 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| ispartof | Instructional science, 2021-10, Vol.49 (5), p.607-635 |
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| source | Education Source (EBSCOhost); Springer Nature - Complete Springer Journals |
| subjects | College students Competence Cues Education Educational Psychology Eye fixation Eye Movements Learning Learning and Instruction Meta Analysis Moderators Motor Reactions Multimedia Multimedia Instruction Observational Learning ORIGINAL RESEARCH Pedagogic Psychology Pedagogy Prior knowledge Prior Learning Program Effectiveness Social Cognition Social comparison University students Video Technology |
| title | Do prior knowledge, model-observer similarity and social comparison influence the effectiveness of eye movement modeling examples for supporting multimedia learning? |
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