Eye-Tracking as a Promising Tool in Pre-Service Teacher Education--A New Approach to Promote Skills for Digital Multimedia Design

Autor/inn/en	Langner, Axel; Graulich, Nicole; Nied, Marietta
Titel	Eye-Tracking as a Promising Tool in Pre-Service Teacher Education--A New Approach to Promote Skills for Digital Multimedia Design
Quelle	In: Journal of Chemical Education, 99 (2022) 4, S.1651-1659 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Langner, Axel) ORCID (Graulich, Nicole) ORCID (Nied, Marietta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c01122
Schlagwörter	Eye Movements; Preservice Teacher Education; Skill Development; Multimedia Instruction; Multimedia Materials; Instructional Design; Instructional Materials; Visual Aids; Student Teachers; Student Teacher Attitudes; Self Efficacy + Suchen Sie Ihr Suchwort? Augenbewegung; Lehramtsstudiengang; Lehrerausbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Multimediales Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Anschauungsmaterial; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Self-efficacy; Selbstwirksamkeit
Abstract	With advances in digitization, learning processes can be supported in many ways. The expectation that pre-service teachers learn to design, choose, and use appropriate digital multimedia in their prospective teaching also increases. A university course should thus help student teachers develop their intention and behavior for the future use of digital media in teaching by reinforcing their attitude, subjective norm, and self-efficacy. A crucial aspect when using digital media for teaching and learning purposes is to understand how learners perceive and learn with them. Assessing perceptual processes in multimedia learning with eye-tracking technologies can serve as a means to support student teachers in evaluating learners' perceptions and cognitive processes. This might initiate a meaningful reflection about multimedia design and could positively influence student teachers' behavioral intention for future use of digital media. We present a new course design that was implemented and explored with a cohort of advanced chemistry student teachers. Participants in this course: (1) created learning materials respecting multimedia design principles; (2) investigated the learning processes with these materials in a small empirical eye-tracking study; and (3) reflected on purposeful design of teaching materials in scientific posters. The overall course design, evaluation results, and impact on student teachers' attitude, subjective norm, and self-efficacy expectations toward the use of digital media in teaching are given. Implications for implementing multimedia learning with eye-tracking in a student teacher course are also discussed. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11