Designing computer-based learning contents: influence of digital zoom on attention

  • In the present study, we investigated the role of digital zoom as a tool for directing attention while looking at visual learning material. In particular, we analyzed whether minimal digital zoom functions similarly to a rhetorical device by cueing mental zooming of attention accordingly. Participants were presented either static film clips, film clips with minimal zoom-ins, or film clips with minimal zoom-outs while eye movements were recorded. We hypothesized that minimal zoom-ins should lead to more gaze coherence, to longer dwell times as an indicator of more elaborative processing, and to fewer transitions as an indicator of less mental integration. Zoom-outs, on the other hand, were expected to have opposite effects. Results showed that zoom-ins increase gaze coherence and dwell times on the center parts of the depictions while decreasing transitions of pictorial elements from the center and the context areas. In contrast, patterns of results from zoom-outs and static presentations were similar to a large degree, indicatingIn the present study, we investigated the role of digital zoom as a tool for directing attention while looking at visual learning material. In particular, we analyzed whether minimal digital zoom functions similarly to a rhetorical device by cueing mental zooming of attention accordingly. Participants were presented either static film clips, film clips with minimal zoom-ins, or film clips with minimal zoom-outs while eye movements were recorded. We hypothesized that minimal zoom-ins should lead to more gaze coherence, to longer dwell times as an indicator of more elaborative processing, and to fewer transitions as an indicator of less mental integration. Zoom-outs, on the other hand, were expected to have opposite effects. Results showed that zoom-ins increase gaze coherence and dwell times on the center parts of the depictions while decreasing transitions of pictorial elements from the center and the context areas. In contrast, patterns of results from zoom-outs and static presentations were similar to a large degree, indicating that zoom-ins and zoom-outs do not operate in a complementary fashion. Theoretical and practical implications of the present results are discussed.show moreshow less

Export metadata

Additional Services

Search Google Scholar
Metadaten
Author: Dominik LengyelORCiDGND, Catherine Toulouse, Manuela GlaserORCiD, Stephan Schwan
DOI:https://doi.org/10.1007/s11423-016-9495-9
ISSN:1042-1629
ISSN:1556-6501
Title of the source (English):Educational Technology Research and Development
Document Type:Scientific journal article peer-reviewed
Language:English
Year of publication:2017
Contributing Corporation:Leibniz-Institut für Wissensmedien
Tag:Visualisation
Volume/Year:65
Issue number:5
First Page:1135
Last Page:1151
Faculty/Chair:Fakultät 6 Architektur, Bauingenieurwesen und Stadtplanung / FG Architektur und Visualisierung
Einverstanden ✔
Diese Webseite verwendet technisch erforderliche Session-Cookies. Durch die weitere Nutzung der Webseite stimmen Sie diesem zu. Unsere Datenschutzerklärung finden Sie hier.