Supporting Adequate Processing of Multimedia Instruction: Two Gaze-Based Interventions

Abstract

Although multimedia is often beneficial to learning, there is evidence that not all learners profit from this kind of instruction. Theoretical accounts of multimedia learning and evidence from eye tracking research suggest that successful multimedia learning is associated with processes of selection, organization and transformation/integration of information from both representations. Individual differences in learning success might be associated with differences in the processing of the instruction. In this dissertation, I conducted research on two gaze-based interventions that aimed at supporting adequate processing of multimedia instruction. The first intervention, an adaptive system, provides external support: it detects inadequate processing and alters the instruction to prompt adequate processing. The second intervention provides self-regulation support: learners are presented with EMME of adequate processing, which they can then apply in a self-regulated way. I conducted four experiments to investigate if these interventions improve multimedia learning. My results show that the adaptive system with its current adaptation algorithm does not support multimedia learning. EMME led to more adequate processing for all learners and better learning for learners with strong cognitive prerequisites. These findings suggest that self-regulation support may be a better approach than external support. However, further research is needed to examine if an improved version of the adaptive system can support multimedia learning.