Multimodal learning strategies of pupils with various abilities
2012
Ek, Johan
Books and learning materials are often multimodal to their character; with content depicted in text, images, tables, diagrams and so on. This multimodality has shown to motivate students, improve retention and knowledge creation. The question is how this fragmented information is approached, being read and combined into meaning – and is this behaviour similar among different ability groups? Both eye-tracking and verbal retrospective protocols were used in this pilot study, and in addition to a quantitative eye-tracking analysis a new analytical method was developed combining eye-tracking and verbal data. By segmenting the pupils’ verbal retrospective data, in which they describe their reading process, smaller functional time units was transposed onto the eye-tracking data, giving a more detailed window to the cognitive processes of the pupils. Similar results with previous studies were found such as a general low attention on images and a higher attention to relevant information. However in contrary with previous research higher ability pupils did not attend to relevant content to a higher degree. And in our more search-oriented task, more integrative saccades between text and images, was an unsuccessful strategy in answering the questions. Although problems of the newly developed dual analytical method; such as large differences in the verbal data, lag between gaze and speech, and the few participants in this pilot study – we see possibilities in the method in cognitive, educational and usability research.
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