faculty development grant results presentation
TRANSCRIPT
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track’n all y’alls’ eyeballs…Presentation for WUFA Faculty Grant, Woodbury University
Nathan Garrett, PhDAugust 18th, 2016
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Study Design
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A/B Testing Video Slides Words of Text Image Type Change Summary
AA1 15-20
None Increased textA2 35-45
BB1
15-20Photo
Remove photographsB2 None
CC1
3-5Specific
More general photographsC2 General
D D1 14-20 Photo Change photographs to vector art.
EE1 30-40
None Increased text E2 50-75
shows little consistency between people
n=50
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Pupil Dilation indicates Cognitive Load
Light load Heavy load
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Average Pupil Dilation
Time
Incr
ease
d Pu
pil D
ilatio
n (a
nd C
ogni
tive
Load
)
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Time on Video (1) or Slide (0)
Viewing Video
Viewing Slide (text or image)
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A match! Time on Video Syncs to Pupil Dilation (and Cognitive Load)
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Video Cognitive Load > Slide Cognitive Load• Avg. difference of 0.38 z-score
• Greatest difference in withimage-only slides (which haveless information content)
A2 B1 B2 C1 C2 D1 D2 E1 E2
Slide Video
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What does this mean?• Shows evidence for four information channels• Text & images on slide• Audio & visual in video
• Why does the video channel increase load?• Gestures, face, body language.
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Gestures increase learning when done byeither speaker or learner
https://dothesepantsmakemybuttlookbig.files.wordpress.com/2014/03/body-language-arms.jpg
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Q1: What affects initial viewing of new slide?
Slide 1
Slide 2
Slide 3
Slide 4
Slide 5
Slide 6
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Q2: What affects reviewing of information previously read?
Point 2 (lowers CL)
Point 1
Tangent
Initial Scan
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Next projects?1. Measure video’s Cognitive Load
1. Compare CL and learning for slide-only, video-only, and combined. 2. Why do people re-view text?
1. Are they lowering CL?2. If we overwhelm people, will they go back to the slides to lower their CL?
2. Investigate cueing behavior in different types of procedural instructional material1. Text and picture2. Video3. Auto-pausing video