Relating visual attention and learning in an online instructional physics module

TL;DR

This study investigates how visual attention and cognitive engagement during an online physics module relate to learning outcomes, using multimodal data to analyze attention patterns and their impact on learning efficiency.

Contribution

It introduces a multimodal approach to measure attention and cognitive states during online physics learning, linking attention metrics to learning improvements.

Findings

Learners were mostly on-task but showed signs of mind wandering.

The physics module improved post-test accuracy and efficiency.

Positive correlation between attention time and learning gains, though not statistically significant.

Abstract

Learning using Computer-Assisted Instruction (CAI) demands a high level of attention given the tendency to be distracted and mind-wander. How does the online STEM instructor know when learners are having attentional problems and the extent to which these problems affect learning? In the present study, the visual attentional and cognitive state of physics graduate students were probed while they went through a multimedia instructional module to refresh their knowledge of Newton's II Law. Data from an eye tracker, webcam, egocentric glasses, screen recording, and mouse and keyboard events were integrated to record learners' attention overt attention to the learning environment (+/-) and thinking about learning content (+/-) to analyze students' attention spans during learning from this module. On average, learners were found to be on-task and on-screen for a vast majority of time, with evidence of mind wandering. The learning module improved the participants efficiency with which they answered the questions correctly on a post-test relative to the pre-test. Further, there is a positive albeit statistically non-significant correlation between the improvement from pre- to post-test efficiency and the time spent on-screen and on-task during the module.