Assessing learning performance and eye tracking process for Infographic-based digital learning material

• Main Authors: Yen, Lin, 顏琳
• Other Authors: Chen, Chin Ming
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/665nk3

碩士 === 國立政治大學 === 圖書資訊與檔案學研究所 === 105 === Most of learning materials are currently presented with pure texts, but rarely presented with inforgraphics. Nevertheless, the visualization of information is getting emphasized in past years. Inforgraphics attracts people with stories and organization in order to explains complicated data. Telling stories with images allows the points being more easily absorbed. In this case, it is worthy of in-depth discussion whether applying inforgraphic learning materials could achieve more effective knowledge absorption and achievement than traditional learning materials. With inforgraphic-based design principles, traditional learning materials are made into inforgraphic-based learning materials in this study. Quasi-experimental research is utilized for discussing the difference in reading time, reading efficiency, cognitive load, and eye tracking process between learners with inforgraphic-based learning materials and traditional material assisted learning. Meanwhile, the difference in reading time, reading efficiency, cognitive load, and eye tracking process between learners, with different gender and cognitive styles, with inforgraphic-based learning materials and traditional material assisted learning. This study involves two fifth-grade classes with a total of 47 students. A class is randomly selected as the experimental group with inforgraphic-based learning materials, and the other class as the control group with traditional learning materials for the reading experiment. The reading materials for both groups are identical, but the reading time is based on learners completely finishing the learning materials. Posttest is preceded after completing the learning with such two learning materials. Moreover, in order to deeply understand learners’ opinions and perception of such two learning materials, interviews are also preceded in this study for collecting qualitative data. The learners are interviewed about the appearance, layout, contents, and absorption difficulty of the learning materials to explain the quantitative analysis results so as to make the research results more objective. The research findings show that learners in the control group with traditional learning materials spend about one time more reading time than those in the experimental group with inforgraphic-based learning materials. That is, assisting learning with inforgraphic-based learning materials could reduce reading time. Furthermore, learners in the experimental group with inforgraphic-based learning materials outperform those in the control group with traditional learning materials on reading efficiency, showing that inforgraphic-based learning materials are more easily absorbed and comprehended the contents than traditional learning materials to present higher reading efficiency. Learners in the experimental group with inforgraphic-based learning materials do not appear significant differences from those in the control group with traditional learning materials on cognitive load. What is more, the eye tracking analysis results reveal that the AOI block fixation time, fixation times, and regression times of some traditional learning materials are notably higher than those of inforgraphic-based learning materials. Meanwhile, the interviews also point out the smooth visual circulation reading of inforgraphic-based learning materials. Most contents are understandable, the match with images and texts can be more easily comprehended, and the learning interests could also be enhanced. Finally, suggestions for design and teaching practice, aiming at the application of inforgraphics to auxiliary learning materials, are proposed in this study, presenting contribution to the innovative design of learning materials.