This project examined the impact of different multimedia designs in instructional videos. An eye-tracking machine recorded learners while they were shown a slide presentation alongside a video of the instructor. Learners frequently switched between the video and slides, on average every 2.4 seconds. Speakers who gestured, repeated keywords, or began new points often sparked these switches. The switch patterns were evaluated using Multimedia Learning Theory to determine what they might reveal about the cognitive load of the presentation on the learner. The switches appear to show synchronization attempts (or failures) between the speaker and the multimedia, and yield insight for managing optimal cognitive load. Interviews clarified these eye-tracking results, and together they confirm and expand several helpful guidelines for multimedia use in instructional videos.

1. Eye-Tracking in Instructional
Videos
Nathan Garrett, PhD
Woodbury University (Los Angeles)
Slides available at http://profgarrett.com
Email nathan.garrett@woodbury.edu
Presented at ISECON 2015

2. Abstract
This project examined the impact of different multimedia designs in
instructional videos. An eye-tracking machine recorded learners while they
were shown a slide presentation alongside a video of the instructor. Learners
frequently switched between the video and slides, on average every 2.4
seconds. Speakers who gestured, repeated keywords, or began new points
often sparked these switches. The switch patterns were evaluated using
Multimedia Learning Theory to determine what they might reveal about the
cognitive load of the presentation on the learner. The switches appear to
show synchronization attempts (or failures) between the speaker and the
multimedia, and yield insight for managing optimal cognitive load. Interviews
clarified these eye-tracking results, and together they confirm and expand
several helpful guidelines for multimedia use in instructional videos.

3. What do we know about video-based
learning?
• 3-6% increase in learning
• Or not… (depending on academic discipline)
• Students like videos
• Increases Social Presence (sense of connection)
• Richer media
• How can we improve them with analytic data?

4. Media Learning Theory
Processes
• Selection
• Organize
• Integrate
Avoid
Cognitive
overload

5. Method: Eye-tracking
• Frequently used in web usability studies

6. Extends “Showing Face in Video Instruction: Effects on
Information Retention, Visual Attention, and Affect” by
Kizilcec, Papadopoulos, and Sritanyaratana

7. Experimental Research Design
• MBA & undergraduate business students (n=22)
• 5 minute recorded presentations
• Eye Tracker
• Survey
• Interview

8. Experimental Research Design

9. Video Slides Words of Text Image Type Change Summary
A
A1 15-20 Medium
None Increased text
A2 35-45 High
B
B1
15-20 Medium
Photographs
Remove photographs
B2 None
C
C1
3-5 Low
Specific Photographs
More general photographs
C2 General Photographs
D D1 14-20 Medium Photographs
Change photographs to
vector art.
E
E1 30-40 High
None Increased text
E2 50-75 Very High
Experimental Research Design

10. Data Analysis
1. Replication
2. Modeling
3. Visualization
4. Qualitative

11. 1. Replication
Original
Study
This Study
Average time spent
before transitioning
3.6 seconds 2.3 seconds
Time spent on video 41% 65%
✔

12. 2. Modeling
Changes to n by
splitting
presentations

13. 3. Visualization
• 10s = 4 transitions
• 20s = 7 transitions
• 60s = 20 transitions

15. Initial (~3-4) seconds on slide

16. People respond to instructor’s gestures

17. People respond to instructor’s gestures
and content
The instructor explains that CouchSurfing is registered as a B corporation, but
does not look at the slides or use body language to focus the audience’s
attention on the slides.
Indicates viewers are synchronizating visual & audio information

18. Visually interesting slides get more attention

19. Viewers respond to speaker’s repeated phrases

20. Reading numbers gets a lot of attention

21. 4. Qualitative Themes
• The presentation and the PowerPoint slides meshed well together.
(Participant 5)

22. 4. Qualitative Themes
Text-heavy Slides
• What he was saying and what was on the PowerPoint didn’t coincide
with each other… Make sure what he says and what’s on the slide are
the same thing. (Participant 5)
• Way too much writing… Design was good, but it was hard to follow
what he was saying while at the same time reading the slides.
(Participant 11)

23. 4. Qualitative Themes
Text-light (picture-heavy) slides
• Because her PowerPoint was just pictures, it didn’t seem like she put
effort making the PowerPoint and whatever she was talking about
really didn’t make sense… Want more content basically… (Participant
5)
• Felt like kind of a childish presentation. I like to see some writing at
least… to me it’s kind of irrelevant, makes it harder to follow the
topic. (Participant 11)

24. 4. Qualitative Themes
• Learners disliked text-heavy slides due to synchronization problem
• Learners disliked text-light slide due to lack of signposting

25. Research Conclusions
• Eye movements align with MLT
• Sparklines are useful visualization tool
• Eye movements can be used to reduce Cognitive Load in videos

26. What does this mean for when we make videos?
• Pause 3-10s on new slides
• Avoids overload during initial skim
• Make slides easily skimmed
• Since learners are transitioning every 3-4s
• Help learners synchronize slides and gaze
• Avoid overload
• Have all points on the slide
• Don’t have so much content that they miss key points