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Theme: 2II Evaluation of teaching/Educational research			Currently 2.00/5 1 1 2 2 3 3 4 4 5 5 Rating: 2.0/5 (1 vote cast)

Eye-tracking, retrospective think-aloud (RTA) and learning process of 1st year medical students on ECG material: A novel protocol for medical learning

Authors:

Jetro J. Tuulari (1)
E. Anto (2)
M. Mikkila-Erdman (2)
P. Kaapa (1)

Institutions:

1) University of Turku - Medical Education Research and Development Centre

2) University of Turku - Faculty of Educational Sciences

Background

Eye-movement recording, combined with verbalization protocols, has been successfully used for reading process studies and web page usability testing. We explored the relationship of eye movements and learning process in medical studies.

Summary of Work

We recorded eye-movements of 1st year medical students (n = 42) while they studied learning material concerning ECG basics. Eye-movement recordings were replayed to the readers and they were asked to verbalize their learning process (retrospective think aloud, RTA). We extracted individual eye movement data from the recordings (fixation time and amount). Thematic analysis of the verbalizations was paired with the eye-movement data and their associations explored with Pearson correlation analysis.

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Summary of Results

We found association between total fixation time of the text and verbalizations categorized as deeper processing of content (r= 0,464, p=0,034).
The higher the level of element difficulty was, as commented by the readers, the more they spent on graphics (r=0,662, p=0,001).
The relation between text-to-graphics of individual fixation times did not correlate with scores of exercises done after reading.

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Conclusion

The dynamics of reading process can be studied with RTA to unravel learning process.
Surprisingly, the learning outcome did not depend on the usage rate of graphics, although ECG is a very visual topic.
It is important to orientate the learning process through questions that evoke uncertainty or test previous knowledge.

Take-home Messages

Combining RTA data to eye tracking parameters reveal novel ways to describe learning. The methodology presented here offers novel way to further enhance the rapidly developing eye tracking research.

References

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References

1. Hyrskykari, A., Ovaska, S., Majaranta, P., Räihä, K.-J., & Lehtinen, M. (2008). Gaze path stimulation in retrospective think-aloud. Journal of Eye Movement Research, 2, 1-18.

2. Hyönä, J. (2010). Commentary. The use of eye movements in the study of multimedia learning Learning and Instruction, 20, 172-176.

3. Hyönä, J., & Nurminen, A.-M. (2006). Do adult readers know how they read? Evidence from eye movement patterns and verbal reports. British Journal of Psychology, 97, 31-50.

4. Jarozka, H., Scheiter, K., Gerjets, P., & van Gog, T. (2010). In the eyes of the beholder: How experts and novices interpret dynamic stimuli. Learning and Instruction, 20, 146-154.

5. Gegenfurtner A, Lehtinen E, Saljo R. Expertise Differences in the Comprehension of Visualizations: A Meta-Analysis of Eye-Tracking Research in Professional Domains. Educational Psychology Review [serial online]. December 1, 2011;23(4):523-552. Available from: ERIC, Ipswich, MA. Accessed February 15, 2014.