A Study on Illustration Design in Learning Infant Development

Abstract

This study aims to explore the effect dynamic and static illustrations design of infant multimedia materials in learners’ visual behaviors and learning outcomes. An eye-tracking experiment was conducted with purposive sampling of 20 volunteers in Taiwan. The participants were randomly assigned to either static group or animation group. Mann–Whitney U test and Pearson’s correlation analyses were used to analyze the data. The preliminary results showed that the static group had significant higher scores than the animation group on immediately posttest. Besides, there has high significantly in the area of interest, except the middle title and the illustrations (subtitle & text content) reading time and fixation count of the static group is more than the dynamic group. Although no significant relationships were found between visual behaviors and posttest in dynamic group, some significant correlations were found between visual behaviors and learning effectiveness in static group. More details results are discussed in the paper.