| 1. |
- Ögren, Magnus, 1977-, et al.
(författare)
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There’s more to the multimedia effect than meets the eye : is seeing pictures believing?
- 2017
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Ingår i: Instructional science. - : Springer Netherlands. - 0020-4277 .- 1573-1952. ; 45:2, s. 263-287
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Tidskriftsartikel (refereegranskat)abstract
- Textbooks in applied mathematics often use graphs to explain the meaning of formulae, even though their benefit is still not fully explored. To test processes underlying this assumed multimedia effect we collected performance scores, eye movements, and think-aloud protocols from students solving problems in vector calculus with and without graphs. Results showed no overall multimedia effect, but instead an effect to confirm statements that were accompanied by graphs, irrespective of whether these statements were true or false. Eye movement and verbal data shed light on this surprising finding. Students looked proportionally less at the text and the problem statement when a graph was present. Moreover, they experienced more mental effort with the graph, as indicated by more silent pauses in thinking aloud. Hence, students actively processed the graphs. This, however, was not sufficient. Further analysis revealed that the more students looked at the statement, the better they performed. Thus, in the multimedia condition the graph drew students’ attention and cognitive capacities away from focusing on the statement. A good alternative strategy in the multimedia condition was to frequently look between graph and problem statement, and thus to integrate their information. In conclusion, graphs influence where students look and what they process, and may even mislead them into believing accompanying information. Thus, teachers and textbook designers should be very critical on when to use graphs and carefully consider how the graphs are integrated with other parts of the problem.
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| 2. |
- Brante, Eva Wennås, 1961, et al.
(författare)
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Exploring the Impact of Contrasting Cases in Text and Picture Processing
- 2013
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Ingår i: Journal of Visual Literacy. - : Informa UK Limited. - 1051-144X .- 2379-6529. ; 32:2, s. 15-38
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Tidskriftsartikel (refereegranskat)abstract
- Abstract Multimodal learning materials are frequently met in education assuming enhanced learning outcomes. This study examined whether contrasts in such materials are likely to support reading comprehension for all readers. Young adults (n=46) met either text-only or text+picture material. Participants (19 with low phonological awareness [PA] and 27 controls with high PA) thereafter answered open interview questions to check for reading comprehension. Learning materials were designed to focus readers on aspects critical to understanding the content by the use of contrasts; eye-tracking was used as method. Well-known pictures aided information recall, but contrasts described in the text were most effective for learning.
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| 3. |
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| 4. |
- Dunn, Matt J, et al.
(författare)
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Minimal reporting guideline for research involving eye tracking (2023 edition)
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Ingår i: Behavior Research Methods. - 1554-3528.
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Tidskriftsartikel (refereegranskat)abstract
- A guideline is proposed that comprises the minimum items to be reported in research studies involving an eye tracker and human or non-human primate participant(s). This guideline was developed over a 3-year period using a consensus-based process via an open invitation to the international eye tracking community. This guideline will be reviewed at maximum intervals of 4 years.
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| 5. |
- Nyström, Marcus, et al.
(författare)
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Real-time sharing of gaze data between multiple eye trackers : evaluation, tools, and advice
- 2017
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Ingår i: Behavior Research Methods. - : Springer Science and Business Media LLC. - 1554-3528. ; 49:4, s. 1310-1322
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Tidskriftsartikel (refereegranskat)abstract
- Technological advancements in combination with significant reductions in price have made it practically feasible to run experiments with multiple eye trackers. This enables new types of experiments with simultaneous recordings of eye movement data from several participants, which is of interest for researchers in, e.g., social and educational psychology. The Lund University Humanities Laboratory recently acquired 25 remote eye trackers, which are connected over a local wireless network. As a first step toward running experiments with this setup, demanding situations with real time sharing of gaze data were investigated in terms of network performance as well as clock and screen synchronization. Results show that data can be shared with a sufficiently low packet loss (0.1 %) and latency (M = 3 ms, M A D = 2 ms) across 8 eye trackers at a rate of 60 Hz. For a similar performance using 24 computers, the send rate needs to be reduced to 20 Hz. To help researchers conduct similar measurements on their own multi-eye-tracker setup, open source software written in Python and PsychoPy are provided. Part of the software contains a minimal working example to help researchers kick-start experiments with two or more eye trackers.
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| 6. |
- Pihel, Johan, et al.
(författare)
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Expert and novice group differences in eye movements when assessing biodiversity of harvested forests
- 2015
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Ingår i: Forest Policy and Economics. - : Elsevier BV. - 1872-7050 .- 1389-9341. ; 56, s. 20-26
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Tidskriftsartikel (refereegranskat)abstract
- The European Landscape Convention encourages everyone to be part of the management and perception of the landscape. In Swedish forestry today, however, it is experts in biodiversity who are responsible for the management policies used when planning tree retention as a biodiversity conservation strategy. This gives the forest a certain structure, but it is uncertain whether this structure is felt to represent the same biodiversity when assessed by novices rather than biodiversity experts. Using eye tracking and subjective assessment scales, the present study investigates whether biodiversity expertise has an effect on biodiversity rating and its certainty, fixation durations, and dwell times in the field layer in the foreground when assessing images of recently logged forest that has some degree of tree retention. The results show no significant difference in the assessments of the images between the two groups; however, the certainty assessments and the eye-tracking data suggest that there are differences in strategies and behaviour. The findings have implications for the interpretation of self-reported data corresponding to measured behaviour when judging the biodiversity of a forest landscape. The study suggest that there could be differences between user groups that previous studies miss out on, and that eye tracking as a method could help detect these differences.
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| 7. |
- Ahlström, Christer, et al.
(författare)
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Fit-for-duty test for estimation of drivers sleepiness level: Eye movements improve the sleep/wake predictor
- 2013
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Ingår i: Transportation Research Part C. - : Elsevier. - 0968-090X .- 1879-2359. ; 26, s. 20-32
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Tidskriftsartikel (refereegranskat)abstract
- Driver sleepiness contributes to a considerable proportion of road accidents, and a fit-for-duty test able to measure a drivers sleepiness level might improve traffic safety. The aim of this study was to develop a fit-for-duty test based on eye movement measurements and on the sleep/wake predictor model (SWP, which predicts the sleepiness level) and evaluate the ability to predict severe sleepiness during real road driving. Twenty-four drivers participated in an experimental study which took place partly in the laboratory, where the fit-for-duty data were acquired, and partly on the road, where the drivers sleepiness was assessed. A series of four measurements were conducted over a 24-h period during different stages of sleepiness. Two separate analyses were performed; a variance analysis and a feature selection followed by classification analysis. In the first analysis it was found that the SWP and several eye movement features involving anti-saccades, pro-saccades, smooth pursuit, pupillometry and fixation stability varied significantly with different stages of sleep deprivation. In the second analysis, a feature set was determined based on floating forward selection. The correlation coefficient between a linear combination of the acquired features and subjective sleepiness (Karolinska sleepiness scale, KSS) was found to be R = 0.73 and the correct classification rate of drivers who reached high levels of sleepiness (KSS andgt;= 8) in the subsequent driving session was 82.4% (sensitivity = 80.0%, specificity = 84.2% and AUC = 0.86). Future improvements of a fit-for-duty test should focus on how to account for individual differences and situational/contextual factors in the test, and whether it is possible to maintain high sensitive/specificity with a shorter test that can be used in a real-life environment, e.g. on professional drivers.
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| 8. |
- Holmqvist, Kenneth, et al.
(författare)
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Eye Tracking : A Comprehensive Guide to Methods and Measures
- 2011
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- This book is written by and for researchers who are still in that part of their careers where they are actively using the eye-tracker as a tool; those who have to deal with the technology, the signals, the filters, the algorithms, the experimental design, the programming of stimulus presentation, instructions to participants, working the varying tools for data analysis, and of course, worrying about all the different things that must not go wrong! A central theme of the book concerns the wide range of fields eye tracking covers. Suppose an educational psychologist wishes to use eye tracking to evaluate a new software pack- age designed to support learning to read. She may have an excellent idea as a starting point, and some understanding of the kind of results eye tracking could provide to tackle her re- search question, but unless she and the group around her are also adept in computer science, it is unlikely she will know how the eye movement data she collects is generated: How raw data samples are converted into fixations and saccades using event detection algorithms, how the different representations of eye movement data are calculated, and how all the measures of eye movements relate to these processes. All this is important because subtleties involved in working with eye-tracking data can have large consequences for the final results, and thus whether our educational psychologist can confidently conclude that her software package is effective or not in supporting the development of reading skills. This is not to say that hard-core computer science skills are the crux of good eye-tracking research, for this is certainly not the case. One can equally envisage a situation where an expert in programming and the manipulation of data plans and executes an eye-tracking study poorly, simply because she is not trained in the principles of experimental design, and the associated literature on the visual system and oculomotor control. There are many contrasts between the diverging schools of thought which use eye track- ing; practices and preferences vary, but certainly experts in different fields do not draw on each other’s strengths enough. We felt there was a need to pinpoint the relative merits of adopting methods based in one field alone, whilst highlighting that the lack of synergy be- tween different disciplines can lead to sub-optimal research practices, and new advancements being overlooked. Besides technical details and theory, however, the heart of this book revolves around practicality. At the Humanities Laboratory at Lund University we have been teaching eye- tracking methodology regularly since 2000. We commonly see newcomers to the technique run aground when encountering just the sort of issues raised above, but beginners struggle with problems which are even more practical in nature. Hands-on advice for how to actually use eye-trackers is very limited. Setting up the eye camera and performing a good calibration routine is just as important as the design of the study and how data is handled, for if the recording is poor your options are limited from the outset. There are fundamental methodological skills which underpin using eye-trackers, but at the other end of the spectrum there is also the vast choice of measures available to the eye-tracking researcher. For the present text to be complete, therefore, we felt a require- ment should also be to draw together eye-tracking measures, as well as methods, into an understandable structure. So, starting around 2005, we began producing a taxonomy of all eye-movement methods and measures used by researchers, examining how the measures are related to each other, what type of data quality they rely on, and previous data processing they require. Our classification work thus consisted of searching the method sections from thousands of journal papers, book chapters, PhD theses and conference proceedings. Every measure and method we found was catalogued and put into a growing system. Some of the measures were extremely elusive, as they are known by different names, not only between research fields, but even within, and often the precise implementations are missing in the WHY WE WROTE THIS BOOK | v vi | WHY WE WROTE THIS BOOK published texts. At first, we were very unclear how to classify measures. Some varieties of taxonomic structures that we rejected can be found on p. 463. We ended up with a classifica- tion structure where the operational definitions are at the centre. Users of eye-trackers often lack proficient training because there is little or no teaching community to rely on. As a result people are often self taught, or depend on second-hand knowledge which may be out of date or even incorrect. When they participate in our eye- tracking methodology courses, we find that many new users are very focused on their re- search questions, but are surprised how much time they need to invest in order to master eye tracking properly. Often people attending have just purchased an eye-tracker to compliment their research, or for use in their company to tackle ergonomic and marketing-related ques- tions. Our aim for this book is to make learning to use eye-trackers a much easier process for these readers. If you have a solid background in experimental psychology, computer sci- ence, or mathematics you will often find it straightforward to embrace the technologies and workflows surrounding eye tracking. But whatever your background, you should be able to achieve the same level of knowledge and understanding from this book as you would from training on eye tracking in-house in a fully competent laboratory. More specifically, this book has been written to be a support when: 1. Evaluating or acquiring a commercial eye-tracker, 2. Planning an experiment where eye tracking is used as a tool, 3. About to record eye-movement data, 4. Planning how to process and interpret the recorded data, before carrying out statistical tests on it, 5. Reading or reviewing eye-movement research. In our efforts to classify eye-tracking methods and measures, combined with useful prac- tical hints and tips, we hope to provide the reader with the first comprehensive textbook on methodology for new users of eye tracking, but which also caters for the advanced researcher. Previous versions of this book have been used in eye-tracking education in Lund. Also, col- leagues of ours in Potsdam, Tübingen, and Helsinki have used earlier manuscripts of the book when teaching and training masters and PhD level students in eye tracking. Lastly, although not the target audience, manufacturers have already shown a great interest in the book at the manuscript stage, which we hope may lead to even better eye-trackers in the future.
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