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How gaze time on screen impacts the efficacy of visual instructions
Högskolan Dalarna, Akademin Humaniora och medier, Bildproduktion.
Högskolan Dalarna, Akademin Humaniora och medier, Bildproduktion.ORCID-id: 0000-0003-2006-4522
Högskolan Dalarna, Akademin Industri och samhälle, Mikrodataanalys.ORCID-id: 0000-0002-7512-5321
Mälardalens Högskola / IPR.
2018 (engelsk)Inngår i: Heliyon, ISSN 2405-8440, Vol. 4, nr 6, artikkel-id e00660Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This article explores whether GTS (gaze time on screen) can be useful as an engagement measure in the screen mediated learning context. Research that exemplifies ways of measuring engagement in the on-line education context usually does not address engagement metrics and engagement evaluation methods that are unique to the diverse contemporary instructional media landscape. Nevertheless, unambiguous construct definitions of engagement and standardized engagement evaluation methods are needed to leverage instructional media's efficacy. By analyzing the results from a mixed methods eye-tracking study of fifty-seven participants evaluating their visual and assembly performance levels in relation to three visual, procedural instructions that are versions of the same procedural instruction, we found that the mean GTS-values in each group were rather similar. However, the original GTS-values outputted from the ET-computer were not entirely correct and needed to be manually checked and cross validated. Thus, GTS appears not to be a reliable, universally applicable automatic engagement measure in screen-based instructional efforts. Still, we could establish that the overall performance of learners was somewhat negatively impacted by lower than mean GTS-scores, when checking the performance levels of the entire group (N = 57). When checking the stimuli groups individually (N = 17, 20, 20), the structural diagram group's assembly time durations were positively influenced by higher than mean GTS-scores.

sted, utgiver, år, opplag, sider
2018. Vol. 4, nr 6, artikkel-id e00660
Emneord [en]
psychology, education, information science
HSV kategori
Forskningsprogram
Interkulturella studier
Identifikatorer
URN: urn:nbn:se:du-28050DOI: 10.1016/j.heliyon.2018.e00660ISI: 000437801800012PubMedID: 30003156Scopus ID: 2-s2.0-85048981564OAI: oai:DiVA.org:du-28050DiVA, id: diva2:1229029
Merknad

Open Access APC beslut 5/2018

Tilgjengelig fra: 2018-06-29 Laget: 2018-06-29 Sist oppdatert: 2020-05-20bibliografisk kontrollert
Inngår i avhandling
1.
Posten ble ikke funnet. Det kan skyldes at posten ikke lenger er tilgjengelig eller det er feil id i adressefeltet.
2. Videography as Design Nexus: Critical Inquires into the Affordances and Efficacies of Live-action Video Instructions
Åpne denne publikasjonen i ny fane eller vindu >>Videography as Design Nexus: Critical Inquires into the Affordances and Efficacies of Live-action Video Instructions
2018 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

This thesis is about live-action instructional videos (LAVs). By addressing design problems with respect to the how-to video genre, the thesis asks fundamental questions about mediated instructional communication efficacies and the factors that either obstruct or augment them. 

The analysis presented in this thesis is based on the notion that videography is a design nexus and key focal point of the connections that make live-action video instructional efforts possible. This Design Nexus is explored by defining and illuminating key ontological dimensions, medium specificities and the video users’ cognitive capacities. This is to acknowledge that the users of instructions in this thesis are center stage, both as biological and cultural beings.

The methods used in this thesis and its associated papers are eye-tracking, video observations, questionnaires, self-reports, focus group interviews and YouTube analytics. Hence, both numerical data and non-numerical data are analyzed in this study.

The results of the analyses indicate that pre-production planning is key in live-action video instructional endeavors, but not at the expense of the videographer’s status as designer. Moreover, the analyses show that users’ cognitive processing and visual decoding depend on the power of the live-action format to show actual human behavior and action. Other presented evidence seems to infer that LAV-instructions are a little less demanding if users apply a focused decoding style when interacting with them. Nevertheless, physiological engagement of this kind is likely not to fully compensate for users’ psychological engagement.

This thesis contributes to a more comprehensive understanding of humans’ abilities to interpret the actions of others via medial means. By relating this to video medium-specific affordances, this thesis also furthers important efficacy distinctions and boundary conditions. This understanding is considered important for live-action video makers and designers of visual instructions as well as scholars who need to develop better methods to assess users’ behavioral engagement when they interact with digital instructional media.

sted, utgiver, år, opplag, sider
Västerås: Mälardalen University, 2018
Emneord
Information Design;Instructions, Video, Engagement, Perception, Human-Centered Design
HSV kategori
Forskningsprogram
Interkulturella studier
Identifikatorer
urn:nbn:se:du-28916 (URN)978-91-7485-391-9 (ISBN)
Disputas
2018-09-14, Raspen, Mälardalens högskola, Eskilstuna, 10:00 (engelsk)
Opponent
Veileder
Tilgjengelig fra: 2018-11-23 Laget: 2018-11-23 Sist oppdatert: 2018-11-23bibliografisk kontrollert

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