Resumen de Eye-Tracking as a Promising Tool in Pre-Service Teacher Education─A New Approach to Promote Skills for Digital Multimedia Design
Axel Langner, Nicole Graulich, Marietta Nied
With advances in digitization, learning processes can be supported in many ways. The expectation that pre-service teachers learn to design, choose, and use appropriate digital multimedia in their prospective teaching also increases. A university course should thus help student teachers develop their intention and behavior for the future use of digital media in teaching by reinforcing their attitude, subjective norm, and self-efficacy. A crucial aspect when using digital media for teaching and learning purposes is to understand how learners perceive and learn with them. Assessing perceptual processes in multimedia learning with eye-tracking technologies can serve as a means to support student teachers in evaluating learners’ perceptions and cognitive processes. This might initiate a meaningful reflection about multimedia design and could positively influence student teachers’ behavioral intention for future use of digital media. We present a new course design that was implemented and explored with a cohort of advanced chemistry student teachers. Participants in this course (a) created learning materials respecting multimedia design principles, (b) investigated the learning processes with these materials in a small empirical eye-tracking study, and (c) reflected on purposeful design of teaching materials in scientific posters. The overall course design, evaluation results, and impact on student teachers’ attitude, subjective norm, and self-efficacy expectations toward the use of digital media in teaching are given. Implications for implementing multimedia learning with eye-tracking in a student teacher course are also discussed.
