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New article in Instructional Science: Which factors influence the effectiveness of Eye Movement Modeling Examples for multimedia learning?

The article "Do prior knowledge, model-observer similarity and social comparison influence the effectiveness of eye movement modeling examples for supporting multimedia learning?" was published in Instructional Science.

 

In the reported study with one hundred and eighty participants, the authors investigated possible factors influencing the effectiveness of eye movement modeling examples (EMME) for multimedia learning. The focus of the study was on a possible influence of prior knowledge and/or social cues (e.g., alleged similarity between the learners and the presented model) on the effectiveness of EMME. The results are in line with previous research findings that EMME can be an effective instructional tool for multimedia learning. However, in contrast to previous studies, there was no influence of either prior knowledge activation or model-observer similarity on the effectiveness of EMME. These results were also supported by small-scale meta-analyses that were conducted with the focus on the effect of EMME for multimedia learning and potential moderators of the effect. Further results of the study suggested that individual differences, such as social comparison orientation, may influence the impact of model instruction. Thus, the question of potential factors influencing the effectiveness of EMME on multimedia learning remains open.

 

Reference: Krebs, M.-C., Schüler, A., & Scheiter, K. (in press). Do prior knowledge, model-observer similarity and social comparison influence the effectiveness of eye movement modeling examples for supporting multimedia learning? Instr Sci. https://doi.org/10.1007/s11251-021-09552-7

 

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