Faculty Development Grant Results Presentation

track’n all y’alls’ eyeballs…Presentation for WUFA Faculty Grant, Woodbury University

Nathan Garrett, PhDAugust 18th, 2016

Study Design

A/B Testing Video Slides Words of Text Image Type Change Summary

AA1 15-20

None Increased textA2 35-45

BB1

15-20Photo

Remove photographsB2 None

CC1

3-5Specific

More general photographsC2 General

D D1 14-20 Photo Change photographs to vector art.

EE1 30-40

None Increased text E2 50-75

shows little consistency between people

n=50

Pupil Dilation indicates Cognitive Load

Light load Heavy load

Average Pupil Dilation

Time

Incr

ease

d Pu

pil D

ilatio

n (a

nd C

ogni

tive

Load

)

Time on Video (1) or Slide (0)

Viewing Video

Viewing Slide (text or image)

A match! Time on Video Syncs to Pupil Dilation (and Cognitive Load)

Video Cognitive Load > Slide Cognitive Load• Avg. difference of 0.38 z-score

• Greatest difference in withimage-only slides (which haveless information content)

A2 B1 B2 C1 C2 D1 D2 E1 E2

Slide Video

What does this mean?• Shows evidence for four information channels• Text & images on slide• Audio & visual in video

• Why does the video channel increase load?• Gestures, face, body language.

Gestures increase learning when done byeither speaker or learner

https://dothesepantsmakemybuttlookbig.files.wordpress.com/2014/03/body-language-arms.jpg

Q1: What affects initial viewing of new slide?

Slide 1

Slide 2

Slide 3

Slide 4

Slide 5

Slide 6

Q2: What affects reviewing of information previously read?

Point 2 (lowers CL)

Point 1

Tangent

Initial Scan

Next projects?1. Measure video’s Cognitive Load

1. Compare CL and learning for slide-only, video-only, and combined. 2. Why do people re-view text?

1. Are they lowering CL?2. If we overwhelm people, will they go back to the slides to lower their CL?

2. Investigate cueing behavior in different types of procedural instructional material1. Text and picture2. Video3. Auto-pausing video