Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Computers in Education
Computer-assisted learning benefits students by providing a great number of multimedia resources for improving response strength, streamlining information acquisition, and promoting knowledge construction . Highlighting techniques have been widely used and, within the framework of cognitive load theory, are recognized as effective methods guiding students’ attention and reducing extraneous cognitive processes. This research study was designed to examine the effects of highlighting text animations (including blinking animation, popping out animation, and intense animation) on the attention distribution of students with math learning difficulties (MLD). As predicted, the results suggest that highlighting text animations are able to guide the attention allocation of students with MLD. In particular, intense animation significantly improved students’ fixation duration ratios on the key information areas in comparison to situations without highlighting text animation.
Wei, S., & Lei, Q., & Chen, Y., & Xin, Y. P., & Kastberg, S., & Kim, S. (2018, June), Evaluating the Effects of Highlighting Text Animations on the Attention Distribution of Students with Math Learning Difficulties Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30446
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015