This is the published version of a paper published in .
Citation for the original published paper (version of record):
Eriksson, P E., Swenberg, T., Zhao, X., Eriksson, Y. (2018)
How gaze time on screen impacts the efficacy of visual instructions Heliyon, 4(6): e00660
https://doi.org/10.1016/j.heliyon.2018.e00660
Access to the published version may require subscription.
N.B. When citing this work, cite the original published paper.
Permanent link to this version:
http://urn.kb.se/resolve?urn=urn:nbn:se:du-28050
How gaze time on screen
impacts the e fficacy of visual instructions
Per Erik Eriksson
a,b,∗, Thorbj€orn Swenberg
a, Xiaoyun Zhao
a, Yvonne Eriksson
baDalarna University, Sweden
bM€alardalen University, Sweden
∗Corresponding author.
E-mail address:pek@du.se(P.E. Eriksson).
Abstract
This article explores whether GTS (gaze time on screen) can be useful as an engagement measure in the screen mediated learning context. Research that exempli fies ways of measuring engagement in the on-line education context usually does not address engagement metrics and engagement evaluation methods that are unique to the diverse contemporary instructional media landscape. Nevertheless, unambiguous construct de finitions of engagement and standardized engagement evaluation methods are needed to leverage instructional media ’s efficacy. By analyzing the results from a mixed methods eye-tracking study of fifty-seven participants evaluating their visual and assembly performance levels in relation to three visual, procedural instructions that are versions of the same procedural instruction, we found that the mean GTS-values in each group were rather similar. However, the original GTS-values outputted from the ET- computer were not entirely correct and needed to be manually checked and cross validated. Thus, GTS appears not to be a reliable, universally applicable automatic engagement measure in screen-based instructional e fforts. Still, we could establish that the overall performance of learners was somewhat negatively impacted by lower than mean GTS-scores, when checking the performance levels of the entire group (N ¼ 57). When checking the stimuli groups individually (N
¼ 17, 20, 20), the structural diagram group’s assembly time durations were positively in fluenced by higher than mean GTS-scores.
Revised:
11 May 2018 Accepted:
15 June 2018
Cite as: Per Erik Eriksson, Thorbj€orn Swenberg, Xiaoyun Zhao,
Yvonne Eriksson. How gaze time on screen impacts the efficacy of visual instructions.
Heliyon 4 (2018) e00660.
doi: 10.1016/j.heliyon.2018.
e00660