Multimedia Resources Designed to Support Learning from Written Proofs: An Eye-Movement Study

Autor/inn/en	Roy, Somali; Inglis, Matthew; Alcock, Lara
Titel	Multimedia Resources Designed to Support Learning from Written Proofs: An Eye-Movement Study
Quelle	In: Educational Studies in Mathematics, 96 (2017) 2, S.249-266 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alcock, Lara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-017-9754-7
Schlagwörter	Intervention; Undergraduate Students; Multimedia Instruction; Eye Movements; Validity; Mathematical Logic; Foreign Countries; College Students; Randomized Controlled Trials; Educational Technology; Technology Uses in Education; Comparative Analysis; Statistical Analysis; Mathematics Tests; Scores; Textbooks; Teaching Methods; Prior Learning; United Kingdom + Suchen Sie Ihr Suchwort? Multimediales Lernen; Augenbewegung; Gültigkeit; Mathematical logics; Mathematische Logik; Ausland; Collegestudent; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Statistische Analyse; Textbook; Text book; Schulbuch; Lehrbuch; Teaching method; Lehrmethode; Unterrichtsmethode; Vorkenntnisse; Großbritannien
Abstract	This paper presents two studies of an intervention designed to help undergraduates comprehend mathematical proofs. The intervention used multimedia resources that presented proofs with audio commentary and visual animations designed to focus attention on logical relationships. In study 1, students studied an e-Proof or a standard written proof and their comprehension was assessed in both immediate and delayed tests; the groups performed similarly at immediate test, but the e-Proof group exhibited poorer retention. Study 2 accounted for this unexpected result by using eye-movement analyses to demonstrate that participants who studied an e-Proof exhibited less processing effort when not listening to the audio commentary. We suggest that the extra support offered by e-Proofs disrupts the processes by which students organise information, and thus restricts the extent to which their new understanding is integrated with existing knowledge. We discuss the implications of these results for evaluating teaching innovations and for supporting proof comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01