Cognitive Investigation of Dynamic Educational Presentation toward Better Utilization of Presentation Characteristics

Abstract

Through two cognitive experiments, we investigated fundamental characteristics of presentation methods for teaching materials. We conducted a subjective evaluation by questionnaire and an objective evaluation by comprehension test, as well as gaze analysis with an eye tracker to analyze differences between three cases: when learners were shown a handwriting process such as on a chalkboard, animated slides using presentation software, and only final written results. Results of the experiments confirmed the basic characteristics of each presentation as visual information and provided evidence showing advantages of showing the writing process under certain conditions. We also confirmed an induction effect by voice description as auditory information. These results contribute to the use of various presentation characteristics for maximizing the effect of teaching material presentation.