TY - GEN A1 - Lengyel, Dominik A1 - Toulouse, Catherine A1 - Glaser, Manuela A1 - Schwan, Stephan T1 - Designing computer-based learning contents: influence of digital zoom on attention T2 - Educational Technology Research and Development N2 - In the present study, we investigated the role of digital zoom as a tool for directing attention while looking at visual learning material. In particular, we analyzed whether minimal digital zoom functions similarly to a rhetorical device by cueing mental zooming of attention accordingly. Participants were presented either static film clips, film clips with minimal zoom-ins, or film clips with minimal zoom-outs while eye movements were recorded. We hypothesized that minimal zoom-ins should lead to more gaze coherence, to longer dwell times as an indicator of more elaborative processing, and to fewer transitions as an indicator of less mental integration. Zoom-outs, on the other hand, were expected to have opposite effects. Results showed that zoom-ins increase gaze coherence and dwell times on the center parts of the depictions while decreasing transitions of pictorial elements from the center and the context areas. In contrast, patterns of results from zoom-outs and static presentations were similar to a large degree, indicating that zoom-ins and zoom-outs do not operate in a complementary fashion. Theoretical and practical implications of the present results are discussed. KW - Visualisation Y1 - 2017 U6 - https://doi.org/10.1007/s11423-016-9495-9 SN - 1042-1629 SN - 1556-6501 VL - 65 IS - 5 SP - 1135 EP - 1151 ER - TY - GEN A1 - Glaser, Manuela A1 - Lengyel, Dominik A1 - Toulouse, Catherine A1 - Schwan, Stephan T1 - How Do We Deal with Uncertain Information? Effects of Verbal and Visual Expressions of Uncertainty on Learning T2 - Educational Psychology Review N2 - AbstractBased on the knowledge generation model for visual analytics including uncertainty propagation and human trust building (Sacha et al. 2016), the cognitive theory of multimedia learning (Mayer, 2014), the multimedia principle (Butcher, 2014), and previous studies on the effects of different uncertainty visualization styles, an integrated theoretical approach is proposed to examine the influence of different degrees of information uncertainty and different uncertainty visualization styles on processing pictures of two archeological reconstructions with accompanying audio explanations presented in a multimedia learning environment. A 4 × 3 design with condition (without uncertainty visualization vs. stop light colors vs. geometric contrast vs. both uncertainty visualizations) as the between-subjects factor and uncertainty value (uncertain vs. medium vs. certain) as the within-subject factor was used. The results showed that appearance of certain content, its uncertainty values, and their verbal scientific justifications were remembered better than uncertain ones. Furthermore, stop light colors enhanced the memory of uncertainty values compared to no uncertainty visualization and were better understood, discriminated, and transferred than geometric contrast. Geometric contrast decreased the memory of the appearance of uncertain architectural elements compared to no uncertainty visualization and was better than stop light colors regarding the memory of the appearance of certain architectural elements. The study integrates and extends existing theories by showing that certain contents are processed with higher priority than uncertain contents and that the multimedia effect is also valid for metainformation such as the uncertainties of contents. Finally, recommendations for designing learning material including uncertainty visualizations are given. Y1 - 2022 U6 - https://doi.org/10.1007/s10648-022-09659-4 SN - 1040-726X VL - 34 IS - 2 SP - 1097 EP - 1131 ER - TY - GEN A1 - Glaser, Manuela A1 - Lengyel, Dominik A1 - Toulouse, Catherine A1 - Schwan, Stephan T1 - Designing Computer Based Archaeological 3D-Reconstructions: How Camera Zoom Influences Attention T2 - Eurographics Workshop on Intelligent Cinematography and Editing N2 - Previous empirical literature [Sal94; WB00] indicates that there is an attention guiding effect of zooms. In order to substantiate this conclusion, an eye-tracking study was conducted to examine the influence of camera zoom on attention processes of the recipients. Y1 - 2015 SN - 978-3-905674-79-8 U6 - https://doi.org/10.2312/wiced.20151070 SN - 2411-9733 ER -