Frequent eye transitions between graph and problem statement were marginally associated with correct answers¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Transitions between the graph and the problem statement were marginally higher for students who answered correctly; no other transition types differed. → Ögren 2017

Evidence¶

Ögren 2017¶

Ögren, M., Nyström, M., & Jarodzka, H. (2017). There's more to the multimedia effect than meets the eye: is seeing pictures believing? Instructional Science, 45, 263–287. https://doi.org/10.1007/s11251-016-9397-6

q2 · i? · causal · r1

Multi-level logistic regression (Table 7) on transition counts between AOIs; the effect was marginally significant (z = 1.734, p = 0.0829). No significant differences were found for input–graph or input–statement transitions.

"there is a marginally significant effect (p ¼ 0:08) that the number of transitions between the graph and the problem statement were higher for students that answered a problem correctly"

Discussion¶

Related Claims¶

• Eye fixation data corroborated verbal protocols on the primary representation used (disagreement on only one trial) and revealed additional representations consulted but never mentioned verbally
• No overall multimedia effect on problem-solving performance in vector calculus: graphs did not significantly improve correctness — related
• Performance was unrelated to dwell time on the graph but increased with dwell time on the problem statement — related
• Graphs drew visual attention away from text: proportion of dwell time on input and problem statement was significantly shorter when a graph was present — related
• Contrasting problems show a graph can help on one problem and harm on another: verbal data reveal both more active graph use and more shallow, confident confirmation when graphs were present — related
• Eye transition data showed students made saccades between representations, indicating attempts to relate and integrate information rather than relying only on the model — related