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• W4280497966 abstract "With advances in digitization, learning processes can be supported in many ways. The expectation that pre-service teachers learn to design, choose, and use appropriate digital multimedia in their prospective teaching also increases. A university course should thus help student teachers develop their intention and behavior for the future use of digital media in teaching by reinforcing their attitude, subjective norm, and self-efficacy. A crucial aspect when using digital media for teaching and learning purposes is to understand how learners perceive and learn with them. Assessing perceptual processes in multimedia learning with eye-tracking technologies can serve as a means to support student teachers in evaluating learners’ perceptions and cognitive processes. This might initiate a meaningful reflection about multimedia design and could positively influence student teachers’ behavioral intention for future use of digital media. We present a new course design that was implemented and explored with a cohort of advanced chemistry student teachers. Participants in this course (a) created learning materials respecting multimedia design principles, (b) investigated the learning processes with these materials in a small empirical eye-tracking study, and (c) reflected on purposeful design of teaching materials in scientific posters. The overall course design, evaluation results, and impact on student teachers’ attitude, subjective norm, and self-efficacy expectations toward the use of digital media in teaching are given. Implications for implementing multimedia learning with eye-tracking in a student teacher course are also discussed." @default.
• W4280497966 created "2022-05-22" @default.
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• W4280497966 date "2022-03-03" @default.
• W4280497966 modified "2023-10-13" @default.
• W4280497966 title "Eye-Tracking as a Promising Tool in Pre-Service Teacher Education─A New Approach to Promote Skills for Digital Multimedia Design" @default.
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• W4280497966 doi "https://doi.org/10.1021/acs.jchemed.1c01122" @default.
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