An Eye Tracking Study: The Effects of Individual Differences on Navigation Patterns and Recall Performance on Hypertext Environments PROCEEDINGS
Turkan Karakus, Hatice Sancar, Kursat Cagiltay, Middle East Technical University, Turkey
EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This study examined the influence of cognitive styles on navigation patterns in hypertext environment. 20 undergraduate students from the Foreign Language Department were pre-tested on their cognitive styles, computer use and ability and prior knowledge about content presented in hypertext environment. All participants completed the Group-Embedded Figures Test (GEFT), Internet Influence and prior knowledge tests. Then they were asked to complete 6 tasks and navigate on a hypertext material on the planet Neptune. While they were reading the material, their eye movements were recorded by on eye-tracker device. The results were analyzed by measuring the fixation duration and eye-gaze points of the participants with regard to visited, revisited page numbers and navigation complexity. At the end of the study a recall performance test was applied. Results showed that cognitive style has no effect on recall performance, and navigational pattern while eye-fixation number on relevant information has significant effect on retention.
Karakus, T., Sancar, H. & Cagiltay, K. (2008). An Eye Tracking Study: The Effects of Individual Differences on Navigation Patterns and Recall Performance on Hypertext Environments. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1272-1278). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved November 15, 2018 from https://www.learntechlib.org/primary/p/28549/.
© 2008 Association for the Advancement of Computing in Education (AACE)
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