An eye movement pre-training fosters the comprehension of processes and functions in technical systems.

Autor/inn/en	Skuballa, Irene T.; Fortunski, Caroline; Renkl, Alexander
Titel	An eye movement pre-training fosters the comprehension of processes and functions in technical systems. Gefälligkeitsübersetzung: Ein Augenbewegungs-Vortraining fördert das Verständnis von Vorgängen und Funktionen technischer Systeme.
Quelle	In: Frontiers in psychology, (2015) 6, 13 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1664-1078
DOI	10.3389/fpsyg.2015.00598
Schlagwörter	Arbeitsbelastung; Lernen; Lernprozess; Lehren; Augenbewegung; Stress; Technisches Denken; Training; Energiebedarf
Abstract	Investigated in how far pretraining eye movements can facilitate knowledge acquisition in multimedia (pretraining principle). Considerations from research on eye movement modeling and pretraining were combined to design and test a nonverbal eye-movement-based pretraining. Participants in the experimental condition watched an animated circle moving in close spatial resemblance to a static visualization of a solar plant accompanied by a narration in a subsequently presented learning environment. This training was expected to foster top-down processes as reflected in gaze behavior during the learning process and to enhance knowledge acquisition. Two groups (45 college students with a mean age of 23 years) were compared: Participants in the experimental condition received pretraining in a first step and processed the learning material in a second step, whereas the control group underwent the second step without any pretraining. Results show that the pretraining group outperformed the control group in learning outcomes, particularly in knowledge about processes and functions of the solar plant. However, the superior learning outcomes in the pretraining group could not be explained by eye movement patterns. Furthermore, the pretraining moderated the relationship between experienced stress and learning outcomes. In the control group, high stress levels hindered learning, which was not found for the pretraining group. On a delayed posttest, participants were asked to draw a picture of the learning content. Despite a non-significant effect of training on the quality of drawings, the pretraining showed associations between learning outcomes at the first testing time and process-related aspects in the quality of their drawings. It is concluded that nonverbal pretraining is a successful instructional intervention to promote learning processes in novices, although these processes did not directly reflect in learners' eye movement behavior during learning. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3