This study investigated the effectiveness of dynamic video-text vs. static image-text presentation of online scientific conflict learning events on facilitating students’ scientific concepts reconstruction and explanations. Forty students were randomly assigned into dynamic video-text group to receive online scientific conflict learning events through visualizing the dynamic videos of the events with text, while the static image-text group received four critical static images of each event with text which were captured from the video. All students received pre-and post-scientific concepts and scientific explanation tests before and immediately after learning. Students’ eye movement behaviors were recorded during their learning with the use of EYELINK 1000. Results showed that the dynamic video-text group’s students outperformed than to the static image-text group’s students, regardless of scientific concepts and scientific explanations. Additionally, students in the dynamic video-text group allocated statistically significant greater attention than to the static image-text group, regardless of the mean fixation duration and mean regression duration in the whole area, area of interest, and picture area. This study demonstrated that dynamic video-text group’s students allocated greater attention than to the static image-text group’s students thus resulted in better performance of science learning.
|State||Published - Jun 2018|
- Evaluating for quality improvement
- Design Principles