ABSTRACT

The present paper introduces a new methodological approach to capture and analyse the processing and use of text, images, and video content during web-search based learning on the free web. We asked 108 university students to search the web to learn about a natural science topic while recording their eye movements and navigation behaviour. Then, we used the ‘reading protocol’ software to automatically map participants’ fixations to text, images, and video content that they had fixated upon on any information resource retrieved. Moreover, we retraced words from participants’ post-search essays to words encountered in fixated text or in transcripts of viewed videos, in order to calculate the degree of overlap. Our results showed that the participants directed their attention significantly longer to text than to video or image resources. Nevertheless, multiple video resources were visited by the great majority of students, underlining the importance of videos in web-search based learning. Regarding the origin of learned concepts, more words included in the post-search essay could be retraced to fixated text than to words contained in transcripts of viewed videos. To conclude, we were able to retrace large parts of students’ acquired knowledge to retrieved information resources with our approach.

摘要

本文介绍了一种新的方法论方法，用于在基于网络搜索的免费网络学习过程中捕获和分析文本、图像和视频内容的处理和使用。我们让 108 名大学生搜索网络以了解自然科学主题，同时记录他们的眼球运动和导航行为。然后，我们使用“阅读协议”软件将参与者的注意力自动映射到他们对检索到的任何信息资源所关注的文本、图像和视频内容。此外，我们将参与者搜索后文章中的单词追溯到固定文本或观看视频的文字记录中遇到的单词，以计算重叠程度。我们的结果表明，与视频或图像资源相比，参与者将注意力集中在文本上的时间要长得多。尽管如此，绝大多数学生访问了多个视频资源，强调了视频在基于网络搜索的学习中的重要性。关于学习概念的起源，搜索后文章中包含的更多单词可以追溯到固定文本，而不是观看视频的文字记录中包含的单词。总而言之，我们能够通过我们的方法追溯大部分学生获得的知识以检索信息资源。