Linking multimodal cohesion, gaze behaviour and learning outcome in educational videos
Bibliographic Data
| ID | 12700552 |
|---|---|
| Authors | Florian Schmidt-Borcherding (0000-0002-9618-8946, corresponding author), Leandra Thiele (0000-0002-8074-8507), John A Bateman (0000-0002-7209-9295, University of Bremen) |
| Year | 2025 |
| Volume | 24 |
| Issue | 3 |
| Pages | 595-623 |
| Publication date | 2025-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Visual Communication (JOURNAL) |
| Journal identifiers | ISSN: 1470-3572 • E-ISSN: 1741-3214 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/14703572251332837 |
| OpenAlex | W4413128104 |
| Language | EN |
| References cited | 32 |
Multimodal design in educational videos is a complex task, requiring the effective integration of various semiotic modalities to promote understanding among recipients. While superficially meeting proposed multimedia design principles, educational videos vary significantly in effectiveness. To explore this variation, the authors conducted a 2 × 2 experimental study with 45 students, examining the impact of instructor presence and dynamic vs static slide designs on eye gaze behaviour and learning outcome. Instructor presence was found to attract about 25 percent of visual attention away from presentation slides irrespective of their static or dynamic design, but learning gain was highest for dynamic videos with a visible instructor. This suggests that gaze behaviour and learning outcome do not correlate with the simple presence or absence of design features and a finer-grained approach is needed. The authors consequently applied a framework for multimodal cohesion analysis to relate individual design elements to a video’s discourse structure more tightly, finding that quantitative differences in cohesion predict differences in gaze behaviour between dynamic and static slide presentations, but irrespective of instructor presence. Future research will therefore need to formulate corresponding finer-grained pre-post knowledge tests to further correlate between discourse structures, gaze behaviour and learning outcome
Cognitive psychology · Cohesion (chemistry · Gaze · Multimodality · Outcome (game theory · Sociology · World Wide Web · Computer Science · Educational Games and Gamification · Online and Blended Learning · Psychology · Social Psychology · Visual and Cognitive Learning Processes
Multimedia Learning
Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance
Signaling text-picture relations in multimedia learning
Learning with Media
Reconsidering Research on Learning from Media
A theory of reading
All eyes on the signal? - Mapping cohesive discourse structures with eye-tracking data of explanation videos
Five ways to increase the effectiveness of instructional video
| Citation velocity | historical |
|---|---|
| Highly cited | No |