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Identifying processes underlying the multimedia effect in testing : An eye-movement analysis. / Lindner, Marlit Annalena; Eitel, Alexander; Strobel, Benjamin; Köller, Olaf.

in: Learning and Instruction, Band 47, Nr. February 2017, 02.2017, S. 91-102.

Publikation: Forschung - BegutachtungZeitschriftenaufsätze

Harvard

Lindner, MA, Eitel, A, Strobel, B & Köller, O 2017, 'Identifying processes underlying the multimedia effect in testing: An eye-movement analysis' Learning and Instruction, Bd 47, Nr. February 2017, S. 91-102. DOI: 10.1016/j.learninstruc.2016.10.007

APA

Lindner, M. A., Eitel, A., Strobel, B., & Köller, O. (2017). Identifying processes underlying the multimedia effect in testing: An eye-movement analysis. Learning and Instruction, 47(February 2017), 91-102. DOI: 10.1016/j.learninstruc.2016.10.007

Vancouver

Lindner MA, Eitel A, Strobel B, Köller O. Identifying processes underlying the multimedia effect in testing: An eye-movement analysis. Learning and Instruction. 2017 Feb;47(February 2017):91-102. Erhältlich von, DOI: 10.1016/j.learninstruc.2016.10.007

BibTeX

@article{462d38176e034eedbc3689466b545cc9,
title = "Identifying processes underlying the multimedia effect in testing: An eye-movement analysis",
abstract = "Test items become easier when a representational picture visualizes the text item stem; this is referred to as the multimedia effect in testing. To uncover the processes underlying this effect and to understand how pictures affect students' item-solving behavior, we recorded the eye movements of sixty-two schoolchildren solving multiple-choice (MC) science items either with or without a representational picture. Results show that the time students spent fixating the picture was compensated for by less time spent reading the corresponding text. In text-picture items, students also spent less time fixating incorrect answer options; a behavior that was associated with better test scores in general. Detailed gaze likelihood analyses revealed that the picture received particular attention right after item onset and in the later phase of item solving. Hence, comparable to learning, pictures in tests seemingly boost students' performance because they may serve as mental scaffolds, supporting comprehension and decision making.",
keywords = "Methodological research and development, Multimedia effect in testing, Multiple external representations, Eye-tracking, Cognition in assessment",
author = "Lindner, {Marlit Annalena} and Alexander Eitel and Benjamin Strobel and Olaf Köller",
year = "2017",
month = "2",
doi = "10.1016/j.learninstruc.2016.10.007",
volume = "47",
pages = "91--102",
journal = "Learning and Instruction",
issn = "0959-4752",
publisher = "Elsevier BV",
number = "February 2017",

}

RIS

TY - JOUR

T1 - Identifying processes underlying the multimedia effect in testing

T2 - Learning and Instruction

AU - Lindner,Marlit Annalena

AU - Eitel,Alexander

AU - Strobel,Benjamin

AU - Köller,Olaf

PY - 2017/2

Y1 - 2017/2

N2 - Test items become easier when a representational picture visualizes the text item stem; this is referred to as the multimedia effect in testing. To uncover the processes underlying this effect and to understand how pictures affect students' item-solving behavior, we recorded the eye movements of sixty-two schoolchildren solving multiple-choice (MC) science items either with or without a representational picture. Results show that the time students spent fixating the picture was compensated for by less time spent reading the corresponding text. In text-picture items, students also spent less time fixating incorrect answer options; a behavior that was associated with better test scores in general. Detailed gaze likelihood analyses revealed that the picture received particular attention right after item onset and in the later phase of item solving. Hence, comparable to learning, pictures in tests seemingly boost students' performance because they may serve as mental scaffolds, supporting comprehension and decision making.

AB - Test items become easier when a representational picture visualizes the text item stem; this is referred to as the multimedia effect in testing. To uncover the processes underlying this effect and to understand how pictures affect students' item-solving behavior, we recorded the eye movements of sixty-two schoolchildren solving multiple-choice (MC) science items either with or without a representational picture. Results show that the time students spent fixating the picture was compensated for by less time spent reading the corresponding text. In text-picture items, students also spent less time fixating incorrect answer options; a behavior that was associated with better test scores in general. Detailed gaze likelihood analyses revealed that the picture received particular attention right after item onset and in the later phase of item solving. Hence, comparable to learning, pictures in tests seemingly boost students' performance because they may serve as mental scaffolds, supporting comprehension and decision making.

KW - Methodological research and development

KW - Multimedia effect in testing

KW - Multiple external representations

KW - Eye-tracking

KW - Cognition in assessment

U2 - 10.1016/j.learninstruc.2016.10.007

DO - 10.1016/j.learninstruc.2016.10.007

M3 - Journal articles

VL - 47

SP - 91

EP - 102

JO - Learning and Instruction

JF - Learning and Instruction

SN - 0959-4752

IS - February 2017

ER -

ID: 673338