Katharina Scheiter|Carina Schubert|Anne Schüler
Self?regulated learning from illustrated text: Eye movement modelling to support use and regulation of cognitive processes during learning from multimedia
Leibniz-Institut für Wissensmedien|University of Tübingen|Leibniz-Institut für Wissensmedien|Leibniz-Institut für Wissensmedien
learning text pictures learners often fail adequately process materials explained failure selfregulate ones learning choosing adequate cognitive learning processes eye movement modelling examples emme showing process multimedia instruction improved elementary school childrens learning text pictures previous studieswe tested whether positive effects emme improving selfregulated multimedia learning extend university students teaching comprehensive processing strategies moreover investigated whether emmes effectiveness depends upon learners cognitive prerequisitesparticipants 50 university students 38 female 2688 years different study majorsdifferent prior knowledge aspects assessed cognitive prerequisites learning mitosis multimedia instruction students either received intervention saw emme demonstrating various multimedia learning processes learning outcomes eye movements served dependent variableslearners emme group showed intense processing pictures frequent transitions text pictures weaker learners showed poorer recall performance studied emme whereas emme effect stronger students forcedchoice verification task stronger students benefitted emme whereas effect occurred weaker students pictureprocessing time suited explain positive effects emme stronger studentsour results indicate emme illustrating comprehensive set cognitive processes support multimedia learning stronger university students