Influence of colors in Science and Mathematics educational context: a literature review on the use of eye-tracking

Detalhes bibliográficos
Autor(a) principal: Oliveira, Vanessa Martins
Data de Publicação: 2021
Outros Autores: Locatelli, Solange Wagner, Sato, João Ricardo
Tipo de documento: Artigo
Idioma: por
Título da fonte: Amazônia (Universidade Federal do Pará. Online)
Texto Completo: https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/9552
Resumo: Colors can be used to influence the attentional process and, consequently, the learning process. The visual gaze mapping technique using an eye-tracking system is a promising way to investigate this relation between colors and visual attention. The purpose of this literature review was to analyze studies about the use and influence of colors, along with the use of eye-tracking, in the educational context in Sciences and Mathematics. Studies published from 2005 to 2020 were considered in order to identify the state-of-the-art and possible gaps in this field. The results indicated that there are few studies which analyzed color as an isolated variable and the way that colors were used in the material. In addition, there is a scarcity of studies about the use of dynamic materials, studies that are carried out with participants from other levels besides higher education, and with participants with atypical neurodevelopment. The area of knowledge with most research on the topic was Biology and the most used pedagogical resource was figures with text
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spelling Influence of colors in Science and Mathematics educational context: a literature review on the use of eye-trackingInfluência das cores no contexto educacional de Ciências e Matemática: uma revisão de literatura sobre a utilização de eye-trackingcolors; eye-tracking; Science education; Mathematics education; learningcores; rastreamento ocular; Ensino de Ciências; Educação Matemática; aprendizagemColors can be used to influence the attentional process and, consequently, the learning process. The visual gaze mapping technique using an eye-tracking system is a promising way to investigate this relation between colors and visual attention. The purpose of this literature review was to analyze studies about the use and influence of colors, along with the use of eye-tracking, in the educational context in Sciences and Mathematics. Studies published from 2005 to 2020 were considered in order to identify the state-of-the-art and possible gaps in this field. The results indicated that there are few studies which analyzed color as an isolated variable and the way that colors were used in the material. In addition, there is a scarcity of studies about the use of dynamic materials, studies that are carried out with participants from other levels besides higher education, and with participants with atypical neurodevelopment. The area of knowledge with most research on the topic was Biology and the most used pedagogical resource was figures with textAs cores podem ser usadas para influenciar o processo atencional e, consequentemente, o processo de aprendizagem. A técnica de mapeamento do foco visual utilizando um sistema de rastreamento ocular (eye-tracking) é uma forma promissora de se investigar esta relação entre cores e atenção visual. O objetivo desta revisão de literatura foi analisar estudos sobre o uso e a influência das cores, junto à utilização de rastreamento ocular, no contexto educacional em Ciências e Matemática. Considerou-se os estudos publicados de 2005 a 2020, a fim de identificar o estado da arte e possíveis lacunas na área. Os resultados indicaram que há poucos estudos que analisaram a cor como uma variável isolada e a forma que as cores foram empregadas no material. Além disso, há escassez de estudos sobre o uso de materiais dinâmicos, estudos que sejam realizados com participantes de outros níveis além do ensino superior, e em participantes com neurodesenvolvimento atípico. A área do conhecimento com mais pesquisas sobre o tema foi a Biologia e o recurso pedagógico mais utilizado foi o de figuras com texto.Universidade Federal do ParáPIC/UFABCOliveira, Vanessa MartinsLocatelli, Solange WagnerSato, João Ricardo2021-07-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufpa.br/index.php/revistaamazonia/article/view/955210.18542/amazrecm.v17i38.9552Amazônia: Revista de Educação em Ciências e Matemáticas; v. 17, n. 38 (2021): Ahead of Print; 244-266Amazônia - Journal of Science and Mathematics Education; v. 17, n. 38 (2021): Ahead of Print; 244-2662317-51251980-5128reponame:Amazônia (Universidade Federal do Pará. Online)instname:Universidade Federal do Pará (UFPA)instacron:UFPAporhttps://periodicos.ufpa.br/index.php/revistaamazonia/article/view/9552/7407/*ref*/ALEMDAG, Ecenaz; CAGILTAY, Kursat. A systematic review of eye tracking research on multimedia learning. Computers & Education, v. 125, p. 413-428, 2018./*ref*/ALMEIDA, Rosiney Rocha et al. Avaliação de objetos de aprendizagem sobre o sistema digestório com base nos princípios da Teoria Cognitiva de Aprendizagem Multimídia. Ciência & Educação (Bauru), v. 20, n. 4, p. 1003-1017, 2014./*ref*/BOUCHEIX, Jean-Michel; LOWE, Richard K. An eye tracking comparison of external pointing cues and internal continuous cues in learning with complex animations. Learning and instruction, v. 20, n. 2, p. 123-135, 2010./*ref*/COOK, Michelle; WIEBE, Eric N.; CARTER, Glenda. The influence of prior knowledge on viewing and interpreting graphics with macroscopic and molecular representations. Science Education, v. 92, n. 5, p. 848-867, 2008./*ref*/COOK, Michelle Patrick. Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles. Science Education, v. 90, n. 6, p. 1073-1091, 2006./*ref*/DE KONING, Björn B. et al. Towards a framework for attention cueing in instructional animations: Guidelines for research and design. Educational Psychology Review, v. 21, n. 2, p. 113-140, 2009./*ref*/FALCK-YTTER, Terje; BÖLTE, Sven; GREDEBÄCK, Gustaf. Eye tracking in early autism research. Journal of neurodevelopmental disorders, v. 5, n. 1, p. 1-13, 2013./*ref*/FOLKER, Sonja; RITTER, Helge; SICHELSCHMIDT, Lorenz. Processing and integrating multimodal material—the influence of color-coding. Proceedings of the Annual Meeting of the Cognitive Science Society. 2005./*ref*/GIL PÉREZ, D. Diez años de investigación en didáctica de las ciencias: realizaciones y perspectivas. Enseñanza de las ciencias, v. 12, n. 2, p. 154-164, 1994./*ref*/GLIGA, Teodora et al. Gaze following, gaze reading, and word learning in children at risk for autism. Child development, v. 83, n. 3, p. 926-938, 2012./*ref*/HASSAN MONTERO, Yusef; HERRERO SOLANA, Víctor. Eye-tracking en interacción persona-ordenador. No solo usabilidad, n. 6, 2007./*ref*/HINZE, Scott R. et al. Beyond ball-and-stick: Students' processing of novel STEM visualizations. Learning and instruction, v. 26, p. 12-21, 2013./*ref*/HWANG, Alex D.; HIGGINS, Emily C.; POMPLUN, Marc. How chromaticity guides visual search in real-world scenes. Proceedings of the Annual Meeting of the Cognitive Science Society. 2007./*ref*/KALYUGA, Slava; CHANDLER, Paul; SWELLER, John. Managing split?attention and redundancy in multimedia instruction. Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition, v. 13, n. 4, p. 351-371, 1999./*ref*/KALYUGA, Slava. Prior knowledge principle in multimedia learning. The Cambridge handbook of multimedia learning, p. 325-337, 2005./*ref*/LAI, Meng-Lung et al. A review of using eye-tracking technology in exploring learning from 2000 to 2012. Educational research review, v. 10, p. 90-115, 2013./*ref*/LIN, Yu Ying et al. Effects of detailed illustrations on science learning: an eye-tracking study. Instructional science, v. 45, n. 5, p. 557-581, 2017./*ref*/LOWE, Richard; BOUCHEIX, Jean-Michel. Cueing complex animations: Does direction of attention foster learning processes? Learning and Instruction, v. 21, n. 5, p. 650-663, 2011./*ref*/MAJOONI, Azam; MASOOD, Mona; AKHAVAN, Amir. Scientific visualizations based on integrated model of text and picture comprehension via eye-tracking. Procedia-Social and Behavioral Sciences, v. 176, p. 52-59, 2015./*ref*/MARTÍNEZ, Óscar Navarro; DÍAZ, Ana Isabel Molina; ALCOCER, Miguel Lacruz. Evaluación del color en materiales multimedia. Una experiencia con eye tracking. Edutec. Revista Electrónica De Tecnología Educativa, n. 54, p. a317-a317, 2015./*ref*/MAYER, R. E. Multimedia principle. R. Mayer (Red.), Multimedia learning, p. 223-241, 2009./*ref*/MAYER, Richard E. Multimedia learning. In: Psychology of learning and motivation. Academic Press, 2002. p. 85-139./*ref*/NAVARRO, Oscar et al. Evaluation of multimedia educational materials using eye tracking. Procedia-Social and Behavioral Sciences, v. 197, p. 2236-2243, 2015./*ref*/NAVARRO, Óscar et al. Utilización de técnicas de seguimiento ocular (eye tracking) en alumnos con problemas de aprendizaje. Respuestas flexibles en contextos educativos diversos, 2012./*ref*/OZCELIK, Erol; ARSLAN-ARI, Ismahan; CAGILTAY, Kursat. Why does signaling enhance multimedia learning? Evidence from eye movements. Computers in human behavior, v. 26, n. 1, p. 110-117, 2010./*ref*/OZCELIK, Erol et al. An eye-tracking study of how color coding affects multimedia learning. Computers & Education, v. 53, n. 2, p. 445-453, 2009./*ref*/PANDE, Prajakt; CHANDRASEKHARAN, Sanjay. Representational competence: towards a distributed and embodied cognition account. Studies in Science Education, v. 53, n. 1, p. 1-43, 2017./*ref*/PAPAGIANNOPOULOU, Eleni A. et al. A systematic review and meta-analysis of eye-tracking studies in children with autism spectrum disorders. Social neuroscience, v. 9, n. 6, p. 610-632, 2014./*ref*/PATRICK, Michelle D.; CARTER, Glenda; WIEBE, Eric N. Visual representations of DNA replication: Middle grades students’ perceptions and interpretations. Journal of Science Education and Technology, v. 14, n. 3, p. 353-365, 2005./*ref*/PONCE, Hector R.; MAYER, Richard E. An eye movement analysis of highlighting and graphic organizer study aids for learning from expository text. Computers in human behavior, v. 41, p. 21-32, 2014./*ref*/RAU, Martina A.; MICHAELIS, Joseph E.; FAY, Natalie. Connection making between multiple graphical representations: A multi-methods approach for domain-specific grounding of an intelligent tutoring system for chemistry. Computers & Education, v. 82, p. 460-485, 2015./*ref*/RICHTER, Juliane; SCHEITER, Katharina; EITEL, Alexander. Signaling text-picture relations in multimedia learning: A comprehensive meta-analysis. Educational Research Review, v. 17, p. 19-36, 2016./*ref*/RICHTER, Juliane; SCHEITER, Katharina. Studying the expertise reversal of the multimedia signaling effect at a process level: evidence from eye tracking. Instructional Science, v. 47, n. 6, p. 627-658, 2019./*ref*/SALEMA, Vitor; RODRIGUEZ, Carla; SATO, Joao. Eye-tracking aplicado a recursos pedagógicos visuais e multimídia: um mapeamento sistemático. In: Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE). 2019. p. 1780./*ref*/SCHEITER, Katharina; EITEL, Alexander. Signals foster multimedia learning by supporting integration of highlighted text and diagram elements. Learning and Instruction, v. 36, p. 11-26, 2015./*ref*/SCHEITER, Katharina et al. Adaptive multimedia: Using gaze-contingent instructional guidance to provide personalized processing support. Computers & Education, v. 139, p. 31-47, 2019./*ref*/SCHNEIDER, Sascha et al. A meta-analysis of how signaling affects learning with media. Educational Research Review, v. 23, p. 1-24, 2018./*ref*/SONMEZ, Duygu; ALTUN, Arif; MAZMAN, Sacide Guzin. How Prior Knowledge and Colour Contrast Interfere Visual Search Processes in Novice Learners: An Eye Tracking Study. International Association for Development of the Information Society, 2012./*ref*/SOUSA, Thiago Weslei de Almeida; QUEIRÓS, Wellington Pereira de. Panorama das pesquisas sobre a análise de recursos didáticos no Encontro Nacional de Pesquisa em Educação em Ciência (ENPEC). Amazônia: Revista de Educação em Ciências e Matemáticas, v. 15, n. 34, p. 165-177, 2019./*ref*/TREISMAN, Anne M.; GELADE, Garry. A feature-integration theory of attention. Cognitive psychology, v. 12, n. 1, p. 97-136, 1980. VAN GOG, Tamara; SCHEITER, Katharina. Eye tracking as a tool to study and enhance multimedia learning. Learning and Instruction, v. 2, n. 20, p. 95-99, 2010.Direitos autorais 2021 Amazônia: Revista de Educação em Ciências e Matemáticashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2021-08-17T00:58:53Zoai:ojs.periodicos.ufpa.br:article/9552Revistahttp://www.periodicos.ufpa.br/index.php/revistaamazoniaPUBhttps://periodicos.ufpa.br/index.php/revistaamazonia/oaiamazrecm@ufpa.br||brabo@ufpa.br||amazoniaeducimat@yahoo.com.br2317-51251980-5128opendoar:2021-08-17T00:58:53Amazônia (Universidade Federal do Pará. Online) - Universidade Federal do Pará (UFPA)false
dc.title.none.fl_str_mv Influence of colors in Science and Mathematics educational context: a literature review on the use of eye-tracking
Influência das cores no contexto educacional de Ciências e Matemática: uma revisão de literatura sobre a utilização de eye-tracking
title Influence of colors in Science and Mathematics educational context: a literature review on the use of eye-tracking
spellingShingle Influence of colors in Science and Mathematics educational context: a literature review on the use of eye-tracking
Oliveira, Vanessa Martins
colors; eye-tracking; Science education; Mathematics education; learning
cores; rastreamento ocular; Ensino de Ciências; Educação Matemática; aprendizagem
title_short Influence of colors in Science and Mathematics educational context: a literature review on the use of eye-tracking
title_full Influence of colors in Science and Mathematics educational context: a literature review on the use of eye-tracking
title_fullStr Influence of colors in Science and Mathematics educational context: a literature review on the use of eye-tracking
title_full_unstemmed Influence of colors in Science and Mathematics educational context: a literature review on the use of eye-tracking
title_sort Influence of colors in Science and Mathematics educational context: a literature review on the use of eye-tracking
author Oliveira, Vanessa Martins
author_facet Oliveira, Vanessa Martins
Locatelli, Solange Wagner
Sato, João Ricardo
author_role author
author2 Locatelli, Solange Wagner
Sato, João Ricardo
author2_role author
author
dc.contributor.none.fl_str_mv
PIC/UFABC
dc.contributor.author.fl_str_mv Oliveira, Vanessa Martins
Locatelli, Solange Wagner
Sato, João Ricardo
dc.subject.por.fl_str_mv colors; eye-tracking; Science education; Mathematics education; learning
cores; rastreamento ocular; Ensino de Ciências; Educação Matemática; aprendizagem
topic colors; eye-tracking; Science education; Mathematics education; learning
cores; rastreamento ocular; Ensino de Ciências; Educação Matemática; aprendizagem
description Colors can be used to influence the attentional process and, consequently, the learning process. The visual gaze mapping technique using an eye-tracking system is a promising way to investigate this relation between colors and visual attention. The purpose of this literature review was to analyze studies about the use and influence of colors, along with the use of eye-tracking, in the educational context in Sciences and Mathematics. Studies published from 2005 to 2020 were considered in order to identify the state-of-the-art and possible gaps in this field. The results indicated that there are few studies which analyzed color as an isolated variable and the way that colors were used in the material. In addition, there is a scarcity of studies about the use of dynamic materials, studies that are carried out with participants from other levels besides higher education, and with participants with atypical neurodevelopment. The area of knowledge with most research on the topic was Biology and the most used pedagogical resource was figures with text
publishDate 2021
dc.date.none.fl_str_mv 2021-07-04
dc.type.none.fl_str_mv
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/9552
10.18542/amazrecm.v17i38.9552
url https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/9552
identifier_str_mv 10.18542/amazrecm.v17i38.9552
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/9552/7407
/*ref*/ALEMDAG, Ecenaz; CAGILTAY, Kursat. A systematic review of eye tracking research on multimedia learning. Computers & Education, v. 125, p. 413-428, 2018.
/*ref*/ALMEIDA, Rosiney Rocha et al. Avaliação de objetos de aprendizagem sobre o sistema digestório com base nos princípios da Teoria Cognitiva de Aprendizagem Multimídia. Ciência & Educação (Bauru), v. 20, n. 4, p. 1003-1017, 2014.
/*ref*/BOUCHEIX, Jean-Michel; LOWE, Richard K. An eye tracking comparison of external pointing cues and internal continuous cues in learning with complex animations. Learning and instruction, v. 20, n. 2, p. 123-135, 2010.
/*ref*/COOK, Michelle; WIEBE, Eric N.; CARTER, Glenda. The influence of prior knowledge on viewing and interpreting graphics with macroscopic and molecular representations. Science Education, v. 92, n. 5, p. 848-867, 2008.
/*ref*/COOK, Michelle Patrick. Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles. Science Education, v. 90, n. 6, p. 1073-1091, 2006.
/*ref*/DE KONING, Björn B. et al. Towards a framework for attention cueing in instructional animations: Guidelines for research and design. Educational Psychology Review, v. 21, n. 2, p. 113-140, 2009.
/*ref*/FALCK-YTTER, Terje; BÖLTE, Sven; GREDEBÄCK, Gustaf. Eye tracking in early autism research. Journal of neurodevelopmental disorders, v. 5, n. 1, p. 1-13, 2013.
/*ref*/FOLKER, Sonja; RITTER, Helge; SICHELSCHMIDT, Lorenz. Processing and integrating multimodal material—the influence of color-coding. Proceedings of the Annual Meeting of the Cognitive Science Society. 2005.
/*ref*/GIL PÉREZ, D. Diez años de investigación en didáctica de las ciencias: realizaciones y perspectivas. Enseñanza de las ciencias, v. 12, n. 2, p. 154-164, 1994.
/*ref*/GLIGA, Teodora et al. Gaze following, gaze reading, and word learning in children at risk for autism. Child development, v. 83, n. 3, p. 926-938, 2012.
/*ref*/HASSAN MONTERO, Yusef; HERRERO SOLANA, Víctor. Eye-tracking en interacción persona-ordenador. No solo usabilidad, n. 6, 2007.
/*ref*/HINZE, Scott R. et al. Beyond ball-and-stick: Students' processing of novel STEM visualizations. Learning and instruction, v. 26, p. 12-21, 2013.
/*ref*/HWANG, Alex D.; HIGGINS, Emily C.; POMPLUN, Marc. How chromaticity guides visual search in real-world scenes. Proceedings of the Annual Meeting of the Cognitive Science Society. 2007.
/*ref*/KALYUGA, Slava; CHANDLER, Paul; SWELLER, John. Managing split?attention and redundancy in multimedia instruction. Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition, v. 13, n. 4, p. 351-371, 1999.
/*ref*/KALYUGA, Slava. Prior knowledge principle in multimedia learning. The Cambridge handbook of multimedia learning, p. 325-337, 2005.
/*ref*/LAI, Meng-Lung et al. A review of using eye-tracking technology in exploring learning from 2000 to 2012. Educational research review, v. 10, p. 90-115, 2013.
/*ref*/LIN, Yu Ying et al. Effects of detailed illustrations on science learning: an eye-tracking study. Instructional science, v. 45, n. 5, p. 557-581, 2017.
/*ref*/LOWE, Richard; BOUCHEIX, Jean-Michel. Cueing complex animations: Does direction of attention foster learning processes? Learning and Instruction, v. 21, n. 5, p. 650-663, 2011.
/*ref*/MAJOONI, Azam; MASOOD, Mona; AKHAVAN, Amir. Scientific visualizations based on integrated model of text and picture comprehension via eye-tracking. Procedia-Social and Behavioral Sciences, v. 176, p. 52-59, 2015.
/*ref*/MARTÍNEZ, Óscar Navarro; DÍAZ, Ana Isabel Molina; ALCOCER, Miguel Lacruz. Evaluación del color en materiales multimedia. Una experiencia con eye tracking. Edutec. Revista Electrónica De Tecnología Educativa, n. 54, p. a317-a317, 2015.
/*ref*/MAYER, R. E. Multimedia principle. R. Mayer (Red.), Multimedia learning, p. 223-241, 2009.
/*ref*/MAYER, Richard E. Multimedia learning. In: Psychology of learning and motivation. Academic Press, 2002. p. 85-139.
/*ref*/NAVARRO, Oscar et al. Evaluation of multimedia educational materials using eye tracking. Procedia-Social and Behavioral Sciences, v. 197, p. 2236-2243, 2015.
/*ref*/NAVARRO, Óscar et al. Utilización de técnicas de seguimiento ocular (eye tracking) en alumnos con problemas de aprendizaje. Respuestas flexibles en contextos educativos diversos, 2012.
/*ref*/OZCELIK, Erol; ARSLAN-ARI, Ismahan; CAGILTAY, Kursat. Why does signaling enhance multimedia learning? Evidence from eye movements. Computers in human behavior, v. 26, n. 1, p. 110-117, 2010.
/*ref*/OZCELIK, Erol et al. An eye-tracking study of how color coding affects multimedia learning. Computers & Education, v. 53, n. 2, p. 445-453, 2009.
/*ref*/PANDE, Prajakt; CHANDRASEKHARAN, Sanjay. Representational competence: towards a distributed and embodied cognition account. Studies in Science Education, v. 53, n. 1, p. 1-43, 2017.
/*ref*/PAPAGIANNOPOULOU, Eleni A. et al. A systematic review and meta-analysis of eye-tracking studies in children with autism spectrum disorders. Social neuroscience, v. 9, n. 6, p. 610-632, 2014.
/*ref*/PATRICK, Michelle D.; CARTER, Glenda; WIEBE, Eric N. Visual representations of DNA replication: Middle grades students’ perceptions and interpretations. Journal of Science Education and Technology, v. 14, n. 3, p. 353-365, 2005.
/*ref*/PONCE, Hector R.; MAYER, Richard E. An eye movement analysis of highlighting and graphic organizer study aids for learning from expository text. Computers in human behavior, v. 41, p. 21-32, 2014.
/*ref*/RAU, Martina A.; MICHAELIS, Joseph E.; FAY, Natalie. Connection making between multiple graphical representations: A multi-methods approach for domain-specific grounding of an intelligent tutoring system for chemistry. Computers & Education, v. 82, p. 460-485, 2015.
/*ref*/RICHTER, Juliane; SCHEITER, Katharina; EITEL, Alexander. Signaling text-picture relations in multimedia learning: A comprehensive meta-analysis. Educational Research Review, v. 17, p. 19-36, 2016.
/*ref*/RICHTER, Juliane; SCHEITER, Katharina. Studying the expertise reversal of the multimedia signaling effect at a process level: evidence from eye tracking. Instructional Science, v. 47, n. 6, p. 627-658, 2019.
/*ref*/SALEMA, Vitor; RODRIGUEZ, Carla; SATO, Joao. Eye-tracking aplicado a recursos pedagógicos visuais e multimídia: um mapeamento sistemático. In: Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE). 2019. p. 1780.
/*ref*/SCHEITER, Katharina; EITEL, Alexander. Signals foster multimedia learning by supporting integration of highlighted text and diagram elements. Learning and Instruction, v. 36, p. 11-26, 2015.
/*ref*/SCHEITER, Katharina et al. Adaptive multimedia: Using gaze-contingent instructional guidance to provide personalized processing support. Computers & Education, v. 139, p. 31-47, 2019.
/*ref*/SCHNEIDER, Sascha et al. A meta-analysis of how signaling affects learning with media. Educational Research Review, v. 23, p. 1-24, 2018.
/*ref*/SONMEZ, Duygu; ALTUN, Arif; MAZMAN, Sacide Guzin. How Prior Knowledge and Colour Contrast Interfere Visual Search Processes in Novice Learners: An Eye Tracking Study. International Association for Development of the Information Society, 2012.
/*ref*/SOUSA, Thiago Weslei de Almeida; QUEIRÓS, Wellington Pereira de. Panorama das pesquisas sobre a análise de recursos didáticos no Encontro Nacional de Pesquisa em Educação em Ciência (ENPEC). Amazônia: Revista de Educação em Ciências e Matemáticas, v. 15, n. 34, p. 165-177, 2019.
/*ref*/TREISMAN, Anne M.; GELADE, Garry. A feature-integration theory of attention. Cognitive psychology, v. 12, n. 1, p. 97-136, 1980. VAN GOG, Tamara; SCHEITER, Katharina. Eye tracking as a tool to study and enhance multimedia learning. Learning and Instruction, v. 2, n. 20, p. 95-99, 2010.
dc.rights.driver.fl_str_mv Direitos autorais 2021 Amazônia: Revista de Educação em Ciências e Matemáticas
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2021 Amazônia: Revista de Educação em Ciências e Matemáticas
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal do Pará
publisher.none.fl_str_mv Universidade Federal do Pará
dc.source.none.fl_str_mv Amazônia: Revista de Educação em Ciências e Matemáticas; v. 17, n. 38 (2021): Ahead of Print; 244-266
Amazônia - Journal of Science and Mathematics Education; v. 17, n. 38 (2021): Ahead of Print; 244-266
2317-5125
1980-5128
reponame:Amazônia (Universidade Federal do Pará. Online)
instname:Universidade Federal do Pará (UFPA)
instacron:UFPA
instname_str Universidade Federal do Pará (UFPA)
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collection Amazônia (Universidade Federal do Pará. Online)
repository.name.fl_str_mv Amazônia (Universidade Federal do Pará. Online) - Universidade Federal do Pará (UFPA)
repository.mail.fl_str_mv amazrecm@ufpa.br||brabo@ufpa.br||amazoniaeducimat@yahoo.com.br
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