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Evaluating the Effects of Highlighting Text Animations on the Attention Distribution of Students with Math Learning Difficulties

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

COED: Online and Blended Learning Part 2

Tagged Division

Computers in Education

Tagged Topic

Diversity

Page Count

11

Permanent URL

https://peer.asee.org/30446

Download Count

17

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Paper Authors

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Shuang Wei Purdue University, West Lafayette

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Shuang Wei is a Ph.D. student in the department of Computer Graphics Technology, Purdue University. She received her Master of Science degree from the same major and a Bachelor degree in digital media from Harbin Institute of Technology (China). Her research focuses on information visualization, human-computer interaction, and multimedia education.

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Qingli Lei Purdue University, West Lafayette

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Yingjie Chen Purdue University, West Lafayette

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Dr. Yingjie Chen is an assistant professor in the Department of Computer Graphics Technology of Purdue University. He received his Ph.D. degree in the areas of human-computer interaction, information visualization, and visual analytics from the School of Interaction Arts and Technology at Simon Fraser University (SFU) in Canada. He earned the Bachelor degree of Engineering from the Tsinghua University in China, and a Master of Science degree in Information Technology from SFU. His research covers interdisciplinary domains of information visualization, visual analytics, digital media, and human computer interaction. He seeks to design, model, and construct new forms of interaction in visualization and system design, by which the system can minimize its influence on design and analysis, and become a true free extension of human’s brain and hand.

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Yan Ping Xin

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Signe Kastberg Purdue University, West Lafayette

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Soojung Kim

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Abstract

Computer-assisted learning benefits students by providing a great number of multimedia resources for improving response strength, streamlining information acquisition, and promoting knowledge construction [1]. 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. https://peer.asee.org/30446

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