Evaluating the Effects of Highlighting Text Animations on the Attention Distribution of Students with Math Learning Difficulties

Computer-assisted learning benefits students by providing a great number of multimedia resources for improving response strength, streamlining information acquisition, and promoting knowledge construction [1]. Highlighting techniques have been widely used and, within the framework of cognitive load theory, are recognized as effective methods guiding students’ attention and reducing extraneous cognitive processes. This research study was designed to examine the effects of highlighting text animations (including blinking animation, popping out animation, and intense animation) on the attention distribution of students with math learning difficulties (MLD). As predicted, the results suggest that highlighting text animations are able to guide the attention allocation of students with MLD. In particular, intense animation significantly improved students’ fixation duration ratios on the key information areas in comparison to situations without highlighting text animation.