Comparing Visual Representations of DNA in Two Multimedia Presentations
Michelle Cook, Clemson University, United States ; Eric Wiebe, Glenda Carter, North Carolina State University, United States
Journal of Educational Multimedia and Hypermedia Volume 20, Number 1, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This study is part of an ongoing research project examining middle school girls’ attention to and interpretation of visual representations of DNA replication. Specifically, this research examined differences between two different versions of a multimedia presentation on DNA, where the second version of the presentation was redesigned as a result of student feedback on the first version of the presentation. The participants in this study were 21 middle school girls participating in a summer science camp. Eye movement measures were collected as participants viewed the two versions. Gaze time and fixation count results as well as the log-linear analysis of transition frequencies indicated that the redesigned graphics were more effective at cueing participant attention to the relevant portions of the graphic. Interview responses supported eye-tracking findings, but also revealed that attention to relevant features did not necessarily result in understanding of the content in all cases. More research on how representations are interpreted by learners is necessary in order to offer insight into the design of visual representations.
Cook, M., Wiebe, E. & Carter, G. (2011). Comparing Visual Representations of DNA in Two Multimedia Presentations. Journal of Educational Multimedia and Hypermedia, 20(1), 21-42. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)