Eye-Tracking as a scientific method for analysing educational media. Stefan Hackl.

Autor/in	Hackl, Stefan
Titel	Eye-Tracking as a scientific method for analysing educational media. Stefan Hackl.
Quelle	Aus: Gorbahn, Katja (Hrsg.); Hallsteinsdóttir, Erla (Hrsg.); Engberg, Jan (Hrsg.): Exploring interconnectedness. Constructions of European and national identities in educational media. Cham: Springer International Publishing AG (2023) S. 299-314 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Palgrave Studies in Educational Media
Beigaben	Illustrationen; Literaturangaben S. 312-314
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-031-13959-8; 978-3-031-13960-4; 978-3-031-13961-1; 978-3-031-13962-8
DOI	10.1007/978-3-031-13960-4_10
Schlagwörter	Bildungsforschung; Lernen; Computerunterstützter Unterricht; Lehrmittel; Schulbuch; Augenbewegung; Digitalisierung; Leseforschung
Abstract	Eye-tracking is a research method that offers numerous possibilities for applications in various scientific disciplines. For example, in pedagogy and subject didactics, this method is used to record learning processes or to reveal learners' problems with cognitively processing presentations of learning content. Current research in the field of educational-media analysis focuses particularly on reading research to identify reading strategies and strategies for supporting learners' text comprehension; increasingly, it also focuses on the influence of images on the (online) reading process. Pioneering theories of reading research, such as the top-down reading strategy presented by Goodman (1967), may be substantiated with the help of eye-tracking by demonstrating corresponding reading paths (cf. Radach et al. 2012). Based on the direct feedback of fixations (stopping points) and saccades (eye movements) of the eyes on cerebral activity, eye-tracking and its analysis may be used to investigate and purposefully improve the quality of real-world and virtual learning environments (e.g. of textbooks and online platforms). Therein lies the hitherto barely tapped potential of this scientific method. Ballis et al.'s contribution in this book demonstrates how this potential may be better exploited by German-language educational-media research.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2024/1