Performance was unrelated to dwell time on the graph but increased with dwell time on the problem statement¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Total dwell time on the graph showed no relationship to answering correctly. → Ögren 2017 q2 i? The more students looked at the problem statement, the better they performed; statement dwell time was a significant predictor of correct answers. → Ögren 2017 (2)

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 · r2

Multi-level logistic regression (Table 4) on the multimedia condition; correct answers showed only small differences in graph dwell time (19.9% vs 18.6%). The proportion of dwell time on the graph interacted significantly with answer truth (z = 2.355, p = 0.0185).

"there was no relationship between whether participants answered cor- rectly and how much time they spent looking at the graph"

Ögren 2017 (2)¶

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 · r2

Students who answered correctly dwelled 42.6% (SD 12.8) on the statement vs 38.3% (SD 11.3) for incorrect answers; regression coefficient for logit dwell time z = 2.565, p = 0.01033.

"the total dwell time on the statement was a significant predictor for a correct answer"

Discussion¶

Related Claims¶

• No overall multimedia effect on problem-solving performance in vector calculus: graphs did not significantly improve correctness — 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
• Frequent eye transitions between graph and problem statement were marginally associated with correct answers — related
• Solving problems with graphs increased mental effort, shown by a higher proportion of silence in think-aloud data — related