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Using eye‐movement modelling examples to improve critical reading of multiple webpages on a conflicting topic
Author(s) -
Salmerón Ladislao,
Delgado Pablo,
Mason Lucia
Publication year - 2020
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/jcal.12458
Subject(s) - eye tracking , context (archaeology) , computer science , reading (process) , the internet , test (biology) , eye movement , web page , intervention (counseling) , information literacy , multimedia , psychology , world wide web , mathematics education , information retrieval , artificial intelligence , paleontology , psychiatry , political science , law , biology
Interventions to promote students' source evaluations have used various methods designed for the classroom context. In the present study, we tested an approach that is easily adaptable to online courses, based on eye movement modelling examples (EMME), that is, short videos displaying an expert student's eye gaze while s/he reads multiple pages on the Internet to learn about a conflicting topic. Using an eye‐tracking methodology in a pre–post design, we analysed how an intervention using EMME changed students' attention to source information, and how this processing affected their learning. EMME increased participants' attention to the search engine results page, author information and decreased attention of texts from untrustworthy pages. In addition, EMME increased the number of participants who cited at least one document source at post‐test. We discuss the potential benefits and limitations of EMME in teaching complex literacy strategies, and the importance of measuring processing data in educational research studies.