research_results:signaling_effect
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research_results:signaling_effect [2011/06/07 13:07] jpetrovic [Practice] |
research_results:signaling_effect [2023/06/19 18:03] (current) |
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| ===== Theory ===== | ===== Theory ===== | ||
| - | The signaling effect presents the increase in learning outcomes due to guiding and promotion of attention to relevant information. Signals are based on natural attention attractors like movement, contrast or sound. In multimedia this effect can also be achieved through various methods like(([[http://www.odtu.edu.tr/~kursat/CHB_1184-preprint.pdf|Ozcelik, Erol, Ismahan Arslan-Ari, and Kursat Cagiltay. Why does signaling enhance multimedia learning? Evidence from eye movements. Computers in Human Behavior 26, no. 1: 110-117. January 2010.]])): | + | The signaling effect presents the increase in learning outcomes due to guiding and **promotion of attention to relevant information**. Signals are based on natural attention attractors like movement, contrast or sound. In multimedia this effect can also be achieved through various methods like(([[http://www.odtu.edu.tr/~kursat/CHB_1184-preprint.pdf|Ozcelik, Erol, Ismahan Arslan-Ari, and Kursat Cagiltay. Why does signaling enhance multimedia learning? Evidence from eye movements. Computers in Human Behavior 26, no. 1: 110-117. January 2010.]])): |
| - enumeration, -> arrows, __underlining__, | - enumeration, -> arrows, __underlining__, | ||
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| * **step-by-step presentation** of diagram elements synchronized with a spoken explanation(([[http://129.194.9.47/perso/gavota/jamet_gavota_quaireau_final-3.pdf|Jamet, Eric, Monica Gavota, and Christophe Quaireau. Attention guiding in multimedia learning. Learning and Instruction 18, no. 2: 135-145. April 2008.]])) | * **step-by-step presentation** of diagram elements synchronized with a spoken explanation(([[http://129.194.9.47/perso/gavota/jamet_gavota_quaireau_final-3.pdf|Jamet, Eric, Monica Gavota, and Christophe Quaireau. Attention guiding in multimedia learning. Learning and Instruction 18, no. 2: 135-145. April 2008.]])) | ||
| * text **underlining**(([[http://www.sciencedirect.com/science/article/pii/S0361476X8571003X|Robert F., Elizabeth Pugzles Lorch, and Madeline A. Klusewitz. Effects of Typographical Cues on Reading and Recall of Text. Contemporary Educational Psychology 20, no. 1: 51-64. January 1995.]])) | * text **underlining**(([[http://www.sciencedirect.com/science/article/pii/S0361476X8571003X|Robert F., Elizabeth Pugzles Lorch, and Madeline A. Klusewitz. Effects of Typographical Cues on Reading and Recall of Text. Contemporary Educational Psychology 20, no. 1: 51-64. January 1995.]])) | ||
| - | * text **capitalization** | + | * text **capitalization**(([[http://www.sciencedirect.com/science/article/pii/S0361476X8571003X|Robert F., Elizabeth Pugzles Lorch, and Madeline A. Klusewitz. Effects of Typographical Cues on Reading and Recall of Text. Contemporary Educational Psychology 20, no. 1: 51-64. January 1995.]])) |
| - | ===== Research results ===== | + | ===== Research status ===== |
| A recent research(([[http://www.odtu.edu.tr/~kursat/CHB_1184-preprint.pdf|Ozcelik, Erol, Ismahan Arslan-Ari, and Kursat Cagiltay. Why does signaling enhance multimedia learning? Evidence from eye movements. Computers in Human Behavior 26, no. 1: 110-117. January 2010.]])) has confirmed and attempted to explain the signaling effect using recorded eye movements data of the experiment participants. Some of the conclusions of this and similar studies concerning the signaling effect are: | A recent research(([[http://www.odtu.edu.tr/~kursat/CHB_1184-preprint.pdf|Ozcelik, Erol, Ismahan Arslan-Ari, and Kursat Cagiltay. Why does signaling enhance multimedia learning? Evidence from eye movements. Computers in Human Behavior 26, no. 1: 110-117. January 2010.]])) has confirmed and attempted to explain the signaling effect using recorded eye movements data of the experiment participants. Some of the conclusions of this and similar studies concerning the signaling effect are: | ||
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