Identifying processes underlying the multimedia effect in testing: An eye-movement analysis.

Autor/inn/en	Lindner, Marlit Annalena; Eitel, Alexander; Strobel, Benjamin; Köller, Olaf
Titel	Identifying processes underlying the multimedia effect in testing: An eye-movement analysis.
Quelle	In: Learning and instruction, (2017) 47, S. 91-102Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2016.10.007
URN	urn:nbn:de:0111-pedocs-127949
Schlagwörter	Empirische Untersuchung; Testkonstruktion; Problemlösen; Verhalten; Test; Multimedia; Schuljahr 05; Schuljahr 06; Schüler; Schülerleistung; Augenbewegung; Text-Bild-Beziehung; Visuelle Wahrnehmung; Technologiebasiertes Testen; Item; Leistungsmessung; Wirkung; Deutschland
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.
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/2