5-6 Years Old Children Multimedia Learning Feedback Eye Movement Research

There are a lot of research on the game and the practice of early childhood education classroom feedback at home and abroad. With continued in-depth research on educational games for children product's interface,shortages and limitations presented in previous studies began to appear. However, few studies are on how to provide feedback for educational games. The "Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8" released by NAEYC,pointed out that educational games for children's software must meet the following principles: technical tools and interactive media can not harm children,appropriate use of technology and media depending on children's age,developmental level and ability of each child actively effective use of media technologies.Technology and media interaction should be of interest. The design of this experimental study is based on the idea of NAEYC,which is the significance of this study. This review focuses on 5-6 years old children's educational game feedback timing tendency,the differences in different forms of feedback and attention differences in feedback pictures in kindergaterns. The educational games feedback is characterized by sections,which is closely related to the access to knowledge and skills of children. The design will affect children's learning experience and efficiency.The subjects of this study were 5-6 years old children in kindergartens. The research method is experimental research, which aims to deeply analyze learners' attention degrees of different types of feedback in education games. The study divided regions of interest(AOI) according to attention time and number. This study used two eye movement indicators,i.e. fixation time and the number of fixation and divided feedback content into different areas of interest(AOI). Using a single method of analysis variables and statistics late supplementary questionnaire comprehensive statistical data analysis, the following conclusions are drawn:1. There are significant differences between immediate and delayed feedback of toddlers eye movement dataEffect of feedback on the timing of children's eye movement data shows a significant difference,but delayed feedback gets fewer children watch; immediate feedback are more attractive to the children in this study.2. Feedback shows differences between the form of pictures and text eye movement data.Feedback presented in the form of pictures feedback and text feedback are significantly different. text feeback obtains relatively few attention; feedback presented in the form of pictures are more popular among children.3. Explore which style of pictures attracts more feedback movement dataThe difference of the effects of different pictures on subjects' eye movement data is little; safflowerpictures are move attractive to subjects.Based on the above experimental results,the present study suggests that early childhood mathematics education game content feedback design should be based on the specific learning content,learning level of the learners,and probably avoid interference unrelated factors. To propose some advices as follows:1. This experiment corroborated interface reading research conclusions. Since the lower left corner of attention is relatively low,try not to put feedback information in the lower left corner;2. Design a more attractive form of feedback,and stimulate children's learning motivation to prevent students from only being concerned with wheather the feedback information is right or wrong but ignore the opportunity to provide learning guidance;3. It is necessary to elaborately design the feedback of the game to make learners enjoy autonomy in a proper manner by combining their interests with important feeback.4. According to the meta-cognitive learning theory,the child will properly control their behaviour according to their performance in the last round game. Considering that,the game developed and designed will be more diversified,and more flexible. A knowledge of the game with a step-by-step progressive design will better support the learning of 5-6 years old children in the game.