Study On The Impact Of Multimedia Presentation On Learning Effectiveness Based On Eye-movement

In the era of information-based education,multimedia courseware has become an important tool to assist teaching and improve the quality level of teaching,and the multimedia presentation has different effects on learners.This study collected retention test scores,migration test scores,eye-movement behavior indexes,cognitive load data,and demographic index data from 52 G high school students through an eye-movement experiment,and investigated the effect of multimedia presentation on learners’ learning effect after statistical analysis.The experimental results showed that:(1)The multimedia presentation with better learning effect include word + related static pictures and sound,word + irrelevant animation,picture-left and text-right,and picture-above and text-below.Among which,word + related static pictures and sound has better retention effect,word + irrelevant animation,picture-left and text-right and picture-above and text-below have better migration effect,and word + related static picture has better retention and migration effect.(2)The multimedia presentation with poor learning effects are word + irrelevant static picture,word + relevant animation,and the way with picture-right and text-left,when the above three presentation methods are used,learners have a heavy memory load and a heavy cognitive load.(3)In terms of picture correlation(word + relevant static picture,word + irrelevant static picture),female subjects learned better,and the learning effect was not affected by learning performance,grade or parents’ education.In terms of animation correlation(word + related animation,word + unrelated animation),female subjects learned better.The subjects’ parents with high level of education had good retention effects.Subjects with daily English scores of 50-65 and65-85 had better learning effects.Subjects’ learning effect was not affected by grade.The four graphic layouts(picture-above and text-below,text-above and picture-below,picture-left and text-right,and text-left and picture-right)are more suitable for subjects with daily English scores of 50-85,especially for subjects in the senior 2 or 3 grade.Subjects’ gender and parents’ education do not influence the learning effect.Subjects with daily English scores of 50 or above,especially those in the senior 2 or 3learned well when presented with three kinds of art word + related static picture(red art word + related static picture,blue art word + related static picture,black art word + related static picture).The gender of the subjects and the level of education of their parents did not influence the learning effect.Female subjects,subjects in the senior 3 grade and subjects with daily English scores of 50 or higher had better learning effects under the four word interpretation methods(word + related animation,word + related animation and sound,word + related still picture,word + related still picture and sound).Subjects whose parents had a high level of education had better learning outcomes.(4)When the multimedia presentation involved graphic layout correlation,learners’ first fixation duration and fixation count were significantly and positively correlated with the average fixation duration separately;when the multimedia presentation involved animation correlation,first fixation duration was significantly and positively correlated with the average fixation duration.When the multimedia presentation involved graphic layout and the color of art words,fixation count was significantly and positively correlated with the average fixation duration.The fixation count,first fixation duration,and average fixation duration correlated with each other when the interpretation of words in the multimedia text was different.(5)After the nine-point calibration of the eye tracker,objective conditions such as the subjects’ lens prescription,upper body length,head position,and unconscious movements during learning still caused data errors in the collection of eye-movement trajectories,gaze hot spots,and eye-movement behavior indicators,which in turn led to partial data exclusion and biased study results.Based on the experimental results and their analysis,this study proposes five strategies and suggestions to provide references for learners to select multimedia courseware resources and educators to design and produce multimedia courseware.