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FARKLI KISA SÜRELİ BELLEK UZAMLARINA SAHİP ÖĞRENCİLERİN FARKLI DİKKAT TASARIMINA SAHİP ÖĞRENME ORTAMLARINDAKİ GÖZ HAREKETLERİNİN İNCELENMESİ

Year 2019, Volume: 9 Issue: 2, 588 - 614, 31.07.2019
https://doi.org/10.17943/etku.568192

Abstract

Öğrenme ortamlarında öğrencinin dikkatinin asıl bilgiye
odaklanması ve dikkatinin bölünmemesi için bilgi sunumlarının konumsal ve
zamansal olarak birbirleriyle entegre edilerek tasarlanması gereklidir. Tasarım
durumlarının yanı sıra öğrenciler arasındaki bilişsel bireysel farklılıklar
bilgi işleme süreci üzerinde etkilidir. Çalışmada bilişsel bireysel farklılık
olarak ele alınan kısa süreli bellek (KSB), bilgi işleme kuramlarında önemli
yeri olan duyusal reseptörler ile bilgiyi alıp uzun süreli bellekte kalıcı
olmasını sağlayan geçici bellektir. Öğrenme ortamlarının tasarımlarının bilgi
işleme süreci üzerindeki etkileri değerlendirilirken KSB kapasiteleri göz
önünde bulundurulması gereklidir. Öğrenme ortamlarının değerlendirilmesi ve
öğrencilerin bilgi işleme sürecine yönelik çıkarımlarda bulunmak için
kullanılan yöntemlerden biri de göz izleme yöntemidir. Bu çalışmada farklı KSB
uzamlarına sahip öğrencilerin farklı dikkat tasarımlarına yönelik oluşturulan
öğrenme ortamlarındaki göz hareketlerinin bireysel farklılıklar çerçevesinde
incelenmesi amaçlanmıştır. Araştırmada yarı deneysel desenlerden rastgele
atamalı eşleştirilmiş desen kullanılmıştır. Araştırmaya bir devlet
üniversitesinden 26 öğrenci katılım göstermiştir. Öğrencilerin KSB düzeylerini
belirlemek için Görsel İşitsel Sayı Dizileri Testi B (GİSD-B) Formu
kullanılmıştır. Öğrencilerin KSB uzamları belirlendikten sonra odaklanmış
dikkat tasarımına veya bölünmüş dikkat tasarımına sahip materyaller ile öğrenim
görmesi için rastgele gruplara ayrılmıştır. Öğrenciler materyaller ile öğrenim
görürken kullanılan göz izleme aracı ile göz hareketlerine ilişkin veriler elde
edilmiştir. Araştırma sonucunda farklı KSB uzamlarına sahip öğrencilerin farklı
dikkat tasarımlarına sahip öğrenme materyallerinde yapmış oldukları göz
hareketleri ile bilgi işleme süreçlerine yönelik çıkarımlar yapılmış, çeşitli
önerilerde bulunulmuştur.

References

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THE INVESTIGATION OF EYE MOVEMENTS OF STUDENTS WITH DIFFERENT SHORT TERM MEMORY SPANS IN LEARNING ENVIRONMENTS WITH DIFFERENT ATTENTION DESIGN

Year 2019, Volume: 9 Issue: 2, 588 - 614, 31.07.2019
https://doi.org/10.17943/etku.568192

Abstract

In learning environments, information presentations should
be integrated into one another spatially and temporally for the student's
attention to focus on the actual knowledge and not to divide attention. In
addition to design of learning environments, the cognitive individual
differences between students are effective on the information processing.
Short-term memory, which is considered as cognitive individual difference in
the study, is a temporary memory which has an important role in information
processing theories because of takes information with sensory receptors and
providing a permanent in long-term memory. When evaluating the impact of
learning environments on information processing short term memory capacities
should be taken into account. Eye tracking is used to evaluate learning
environments and to obtain information about the students' information
processing process. In this study, it is aimed to examine the eye movements of
students with different short term memory spans in the learning environments
created for different attention designs within the framework of individual
differences. In this study, randomly assigned paired experimental design was
used. 26 students from a state university participated in the study. In order
to determine the short term memory capacity levels of the students, The
Auditory Verbal Digit Span Test - Form B was used. After the students' short
term memory spans are determined, they are divided into random groups for
learning with multimedia materials which has focused attention design or split
attention design. The data about the eye movements were obtained with the eye
tracking tool used while the students were studying with the materials. As a
result of the research, information processing of the students with different
short term memory spans were determined in the learning materials with
different attention designs and various recommendations were given.

References

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  • Arndt, J., Schüler, A., & Scheiter, K. (2015). Text-picture integration: How delayed testing moderates recognition of pictorial information in multimedia learning. Applied Cognitive Psychology, 29, 702–712. https://doi.org/10.1002/acp.3154
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  • Ayres, P., & Sweller, J. (2014). The split-attention principle in multimedia Learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 135–146). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.013
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  • Butcher, K. R. (2014). The multimedia principle. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 174–205). New York: Cambridge University Press.
  • Chandler, P., & Sweller, J. (1992). The split-attetion effect as a factor in the design of instruction. British Journal of Educational Psychology, 62, 233–246. https://doi.org/10.1111/j.2044-8279.1992.tb01017.x
  • Chuang, H.-H., & Liu, H.-C. (2012). Effects of different multimedia presentations on viewers’ information-processing activities measured by eye-tracking technology. Journal of Science Education and Technology, 21, 276–286. https://doi.org/10.1007/s10956-011-9316-1
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  • Florax, M., & Ploetzner, R. (2010). What contributes to the split-attention effect? The role of text segmentation, picture labelling, and spatial proximity. Learning and Instruction, 20, 216–224. https://doi.org/10.1016/j.learninstruc.2009.02.021
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  • Grimley, M. (2007). Learning from multimedia materials: The relative impact of individual differences. Educational Psychology, 27(4), 465–485. https://doi.org/10.1080/01443410601159795
  • Gropper, G. L. (2015). Are individual differences undertreated in instructional design? Educational Technology, 55(2), 3–13.
  • Holsanova, J., Holmberg, N., & Holmqvist, K. (2009). Reading information graphics: The role of spatial contiguity and dual attentional guidance. Applied Cognitive Psychology, 23, 1215–1226. https://doi.org/10.1002/acp.1525
  • Hyönä, J. (2010). The use of eye movements in the study of multimedia learning. Learning and Instruction, 20, 172–176. https://doi.org/10.1016/j.learninstruc.2009.02.013
  • Ilgaz, H., Altun, A., & Aşkar, P. (2014). The effect of sustained attention level and contextual cueing on implicit memory performance for e-learning environments. Computers in Human Behavior, 39, 1–7. https://doi.org/10.1016/j.chb.2014.06.008
  • Jarodzka, H., Janssen, N., Kirschner, P. A., & Erkens, G. (2015). Avoiding split attention in computer-based testing: Is neglecting additional information facilitative? British Journal of Educational Technology, 46(4), 803–817. https://doi.org/10.1111/bjet.12174
  • Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 25, 351–371. https://doi.org/10.1002/acp.1773
  • Karakaş, S., & Yalın, A. (1995). Görsel işitsel sayı dizileri testi b formunun 13-54 yaş grubu üzerindeki standardizasyon çalışması. Türk Psikoloji Derneği, 10(34), 20–31.
  • Kendeou, P., van den Broek, P., Helder, A., & Karlsson, J. (2014). A cognitive view of reading comprehension: Implications for reading difficulties. Learning Disabilities Research & Practice, 29(1), 10–16. https://doi.org/10.1111/ldrp.12025
  • Koppitz, E. M. (1977). The visual aural digit span test. New York: Grune & Stratton.
  • 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, 91–102. https://doi.org/10.1016/j.learninstruc.2016.10.007
  • Liu, H.-C., & Chuang, H.-H. (2011). An examination of cognitive processing of multimedia information based on viewers’ eye movements. Interactive Learning Environments, 19(5), 503–517. https://doi.org/10.1080/10494820903520123
  • Liu, H.-C., Lai, M.-L., & Chuang, H.-H. (2011). Using eye-tracking technology to investigate the redundant effect of multimedia web pages on viewers’ cognitive processes. Computers in Human Behavior, 27, 2410–2417. https://doi.org/10.1016/j.chb.2011.06.012
  • Lusk, D. L., Evans, A. D., Jeffrey, T. R., Palmer, K. R., Wikstrom, C. S., & Doolittle, P. E. (2009). Multimedia learning and individual differences: Mediating the effects of working memory capacity with segmentation. British Journal of Educational Technology, 40(4), 636–651. https://doi.org/10.1111/j.1467-8535.2008.00848.x
  • Majooni, A., Masood, M., & Akhavan, A. (2016). An eye tracking experiment on strategies to minimize the redundancy and split attention effects in scientific graphs and diagrams. In G. Di Bucchianico & P. Kercher (Eds.), Advances in Design for Inclusion: Proceedings of the AHFE 2016 (pp. 529–539). Switzerland: Springer International Publishing. https://doi.org/10.1007/978-3-319-41962-6
  • Mayer, R. E. (2010). Unique contributions of eye-tracking research to the study of learning with graphics. Learning and Instruction, 20, 167–171. https://doi.org/10.1016/j.learninstruc.2009.02.012
  • Mayer, R. E., & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of Educational Psychology, 90(2), 312–320. https://doi.org/10.1037/0022-0663.90.2.312
  • Mazman, S. G., & Altun, A. (2012). Individual Differences in Different Level Mental Rotation Tasks: An Eye Movement Study. In P. Isaias, D. Ifenthaler, Kinshuk, D. G. Sampson, & J. M. Spector (Eds.), Towards Learning and Instruction in Web 3.0: Advances in Cognitive and Educational Psychology (pp. 231–243). New York: Springer. https://doi.org/10.1007/978-1-4614-1539-8
  • Miller, G. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 101(2), 343–352.
  • Mutlu Bayraktar, D., & Altun, A. (2014). The effect of multimedia design types on learners’ recall performances with varying short term memory spans. Multimedia Tools and Applications, 71, 1201–1213. https://doi.org/10.1007/s11042-012-1257-z
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Details

Primary Language Turkish
Journal Section Articles
Authors

Arif Akçay 0000-0001-9103-9469

Arif Altun 0000-0003-4060-6157

Publication Date July 31, 2019
Published in Issue Year 2019 Volume: 9 Issue: 2

Cite

APA Akçay, A., & Altun, A. (2019). FARKLI KISA SÜRELİ BELLEK UZAMLARINA SAHİP ÖĞRENCİLERİN FARKLI DİKKAT TASARIMINA SAHİP ÖĞRENME ORTAMLARINDAKİ GÖZ HAREKETLERİNİN İNCELENMESİ. Eğitim Teknolojisi Kuram Ve Uygulama, 9(2), 588-614. https://doi.org/10.17943/etku.568192