Attention guiding in multimedia learning

Learning and Instruction

Volumn 18, Issue 2, 2008, Pages 135-145

  Jamet, Eric ^a   Gavota, Monica ^a   Quaireau, Christophe ^a  

^a UNIVERSITÉ RENNES 2   (France)

Author keywords

Attention; Cueing effect; Multimedia learning

Indexed keywords

EID: 39749120482     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2007.01.011     Document Type: Article

References (39)

1. Abrams R.A., and Christ S.E. Motion onset captures attention. Psychological Science 14 5 (2003) 427
2. Baggett P. Role of temporal overlap of visual and auditory material in forming dual media associations. Journal of Educational Psychology 76 3 (1984) 408-416
3. Bétrancourt M. The animation and interactivity principle in multimedia learning. In: Mayer R.E. (Ed). The Cambridge handbook of multimedia learning (2005), Cambridge University Press, Cambridge, UK 287-296
4. Bétrancourt M., Bisseret A., and Faure A. Sequential display of pictures and its effect on mental representations. In: Rouet J.-F., Levonen J.J., and Biardeau A. (Eds). Multimedia learning: Cognitive and instructional issues (2001), Elsevier Science, Amsterdam 112-118
5. Bétrancourt M., Dillenbourg P., and Montarnal C. Computer technologies in powerful learning environments: the case of using animated and interactive graphics for teaching financial concepts. In: De Corte E., Verschaffel L., Entwistle N., and van Merrienböer J. (Eds). Unrevealing basic components and dimensions of powerful learning environments (2003), Elsevier, Oxford, UK 143-157
6. Craig S.D., Gholson B., and Driscoll D.M. Animated pedagogical agents in multimedia educational environments: effects of agent properties, picture features, and redundancy. Journal of Educational Psychology 94 2 (2002) 428-434
7. Davis F.D. Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly 13 3 (1989) 318-340
8. Ginns P. Meta-analysis of the modality effect. Learning and Instruction 4 (2005) 313-331
9. Godijn R., and Theeuwes J. Oculomotor capture and inhibition of return: evidence for an oculomotor suppression account of IOR. Psychological Research 66 4 (2002) 234
10. Gyselinck V., and Tardieu H. The role of illustrations in text comprehension: What, when, for whom, and why?. In: Goldman S.R., and Oostendorp H.V. (Eds). The Construction of Mental Representations During Reading (1999), Lawrence Erlbaum Associates, N.J.
11. Hegarty M., and Just M.A. Constructing mental models of machines from text and diagrams. Journal of Memory and Language 32 6 (1993) 717-742
12. Hillstrom A.P. Repetition effects in visual search. Perception & Psychophysics 62 4 (2000) 800-817
13. Hillstrom A.P., and Chai Y.-C. Factors that guide or disrupt attentive visual processing. Computers in Human Behavior 22 4 (2006) 648-656
14. Jamet E. Apprentissage à partir de documents électroniques illustrés: Le rôle des présentations séquentielles (Learning from illustrated electronic documents: the role of sequential displays). In: Piolat A. (Ed). Lire, écrire, communiquer et apprendre avec internet (2006), Solal, Marseille, France 557-572
15. Jamet, E., & Arguel, A. La compréhension d'un document technique multimédia peut-elle être améliorée par une présentation séquentielle de son contenu? [Can the comprehension of a multimedia technical document be improved by a sequential presentation of its content?]. Le Travail Humain, in press.
16. Jeung H.-J., Chandler P., and Sweller J. The role of visual indicators in dual sensory mode instruction. Educational Psychology 3 (1997) 329-343
17. Johnson-Laird P.N. Mental models: Toward a cognitive science of language, inference, and consciousness (1983), Harvard University Press, Cambridge
18. Kintsch W. Text comprehension, memory, and learning. American Psychologist 49 4 (1994) 294-303
19. Levie W.H., and Lentz R. Effects of text illustrations: a review of research. Educational Communication and Technology Journal 30 4 (1982) 195-232
20. McNamara D.S., and Kintsch W. Learning from texts: effects of prior knowledge and text coherence. Discourse Processes 22 3 (1996) 247-288
21. Mayer R.E. Systematic thinking fostered by illustrations in scientific text. Journal of Educational Psychology 81 2 (1989) 240-246
22. Mayer R.E. Multimedia learning (2001), Cambridge University Press, New York
23. In: Mayer R.E. (Ed). The Cambridge handbook of multimedia learning (2005), Cambridge University Press, Cambridge, UK
24. Mayer R.E., and Anderson R.B. Animations need narrations: an experimental test of a dual-coding hypothesis. Journal of Educational Psychology 83 4 (1991) 484-490
25. Mayer R.E., and Anderson R.B. The instructive animation: helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology 84 4 (1992) 444-452
26. Mayer R.E., and Sims V.K. For whom is a picture worth a thousand words? Extensions of a dual coding theory of multimedia learning. Journal of Educational Psychology 86 3 (1994) 389-401
27. Narayanan N.H., and Hegarty M. Multimedia design for communication of dynamic information. International Journal of Human-Computer Studies 57 4 (2002) 279-315
28. Oonk H.M., and Abrams R.A. New perceptual objects that capture attention produce inhibition of return. Psychonomic Bulletin & Review 5 3 (1998) 510-515
29. Paas F., Tuovinen J.E., Tabbers H.K., and Gerven P.W.M.V. Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist 38 1 (2003) 63-71
30. Pashler H. Cross-dimensional interaction and texture segregation. Perception & Psychophysics 43 4 (1988) 307-318
31. Posner M.I. Orienting of attention. Quarterly Journal of Experimental Psychology 32 (1980) 3-25
32. Roca J.C., Chiu C.-M., and Martinez F.J. Understanding e-learning continuance intention: an extension of the Technology Acceptance Model. International Journal of Human-Computer Studies 64 8 (2006) 683-696
33. Schnotz W. An integrated model of text and picture comprehension. In: Mayer R.E. (Ed). The Cambridge handbook of multimedia learning (2005), Cambridge University Press, Cambridge, UK 49-69
34. Schnotz W., and Bannert M. Construction and interference in learning from multiple representation. Learning and Instruction 13 2 (2003) 141-156
35. Tabbers H.K., Martens R.L., and van Merriënboer J.J.G. Multimedia instructions and cognitive load theory: effects of modality and cueing. British Journal of Educational Psychology 74 1 (2004) 71-81
36. Treisman A.M., and Gelade G. A feature-integration theory of attention. Cognitive Psychology 12 1 (1980) 97-136
37. Turatto M., Galfano G., Gardini S., and Mascetti G.G. Stimulus-driven attentional capture: an empirical comparison of display-size and distance methods. Quarterly Journal of Experimental Psychology: Section A 57 2 (2004) 297-324
38. Wright P., Hull A., and Black D. Integrating diagrams and text. The Technical Writing Teacher 17 (1990) 244-254
39. Yantis S., and Egeth H.E. On the distinction between visual salience and stimulus-driven attentional capture. Journal of Experimental Psychology: Human Perception and Performance 25 3 (1999) 661-676