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Denken und Verstehen beim naturwissenschaftlichen Problemlösen. Eine explorative Studie ... : Students plan and evaluate an experiment. Thinking and understanding during scientific problem-solving ...
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Determinanten der Lesekompetenz bei Jugendlichen nicht deutscher Herkunftssprache. Zur Bedeutung der Spracherwerbsreihenfolge im Falle von Mehrsprachigkeit
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In: Jude, Nina [Hrsg.]; Klieme, Eckhard [Hrsg.]: PISA 2009 - Impulse für die Schul- und Unterrichtsforschung. Weinheim u.a. : Beltz 2013, S. 111-131. - (Zeitschrift für Pädagogik, Beiheft; 59) (2013)
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PISA 2009 - Impulse für die Schul- und Unterrichtsforschung
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In: Weinheim u.a. : Beltz 2013, 246 S. - (Zeitschrift für Pädagogik, Beiheft; 59) (2013)
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Determinanten der Lesekompetenz bei Jugendlichen nicht deutscher Herkunftssprache. Zur Bedeutung der Spracherwerbsreihenfolge im Falle von Mehrsprachigkeit ...
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Measuring the impact of subtitles on cognitive load : eye tracking and dynamic audiovisual texts
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Abstract:
In educational design literature, it is often taken as fact that subtitles increase cognitive load (CL). This paper investigates this assumption experimentally by comparing various measures of CL when students watch a recorded academic lecture with or without subtitles. Since the measurement of cognitive load is by no means a simple matter, we first provide an overview of the different measurement techniques based on causality and objectivity. We measure CL by means of eye tracking (pupil dilation), electroencephalography (EEG), self-reported ratings of mental effort, frustration, comprehension effort and engagement, as well as performance measures (comprehension test). Our findings seem to indicate that the subtitled condition in fact created lower CL in terms of percentage change in pupil diameter (PCPD) for the stimulus, approaching significance. In the subtitled condition PCPD also correlates significantly with participants' self-reported comprehension effort levels (their perception of how easy or difficult it was to understand the lecture). The EEG data, in turn, shows a significantly higher level of frustration for the unsubtitled condition. Negative emotional states could be caused by situations of higher CL (or cognitive overload) leading to learner frustration and dissatisfaction with learning activities and own performance [16]. It could therefore be reasoned that participants had a higher CL in the absence of subtitles. The self-reported frustration levels correlate with the frustration measured by the EEG as well as the self-reported engagement levels for the subtitled group. We also found a significant correlation between the self-reported engagement levels and both the short- and long term comprehension for the unsubtitled condition but not for the subtitled condition. There was no significant difference in either short-term or long-term performance measures between the two groups, which seems to suggest that subtitles at the very least, do not result in cognitive overload. ; 5 page(s)
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Keyword:
200300 Language Studies; 200400 Linguistics; change in pupil diameter; cognitive load; dynamic audiovisual texts; educational design; EEG; eye tracking; subtitles
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URL: http://hdl.handle.net/1959.14/294322
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Denken und Verstehen beim naturwissenschaftlichen Problemlösen. Eine explorative Studie ; Students plan and evaluate an experiment. Thinking and understanding during scientific problem-solving
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In: Zeitschrift für interpretative Schul- und Unterrichtsforschung 2 (2013), S. 58-86 (2013)
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Szenisches Lernen im Fremdsprachenunterricht: die Evaluation eines Schulversuchs
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 5 ; 3 ; 337-350 (2013)
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Psychodiagnostic approach to the investigation of foreign language abilities
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In: Modern Research of Social Problems ; 1 ; 10 (2013)
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Transnationales Bildungskapital und soziale Ungleichheit
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In: 25 ; Berliner Studien zur Soziologie Europas / Berlin Studies on the Sociology of Europe (BSSE) ; 37 (2013)
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Task Related Pupil Dilation Patterns in a List Lexical Decision Task Explained by the Adaptive Gain Theory
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ERP-pupil size correlations reveal how bilingualism enhances cognitive flexibility
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