Proceedings of the 3rd International Conference on Educational Innovation and Multimedia Technology, EIMT 2024, March 29–31, 2024, Wuhan, China

Research Article

Exploration and Analysis of Multimedia Learning Experiences in Online Museums: A Visitor Study Based on Eye Tracking

Download54 downloads
  • @INPROCEEDINGS{10.4108/eai.29-3-2024.2347757,
        author={Mengting  Shen and Yicheng  Jiang and Xia  Zheng},
        title={Exploration and Analysis of Multimedia Learning Experiences in Online Museums: A Visitor Study Based on Eye Tracking},
        proceedings={Proceedings of the 3rd International Conference on Educational Innovation and Multimedia Technology, EIMT 2024, March 29--31, 2024, Wuhan, China},
        publisher={EAI},
        proceedings_a={EIMT},
        year={2024},
        month={6},
        keywords={multimedia learning museums online display text-picture presentation eye tracking visitor study},
        doi={10.4108/eai.29-3-2024.2347757}
    }
    
  • Mengting Shen
    Yicheng Jiang
    Xia Zheng
    Year: 2024
    Exploration and Analysis of Multimedia Learning Experiences in Online Museums: A Visitor Study Based on Eye Tracking
    EIMT
    EAI
    DOI: 10.4108/eai.29-3-2024.2347757
Mengting Shen1, Yicheng Jiang1, Xia Zheng1,*
  • 1: Zhejiang University
*Contact email: zhengxia@zju.edu.cn

Abstract

Advances in network information technology and the generalization of multimedia learning have promoted museums to increasingly develop online exhibitions, allowing visitors to appreciate and learn about cultural artifacts with unlimited time and space. However, what kind of picture arrangement and language style is more suitable for learning remains to be further empirically explored. This study conducted a two-factor between-subject experiment combining eye-tracking, questionnaire measurements, and interviews with 54 participants to investigate the role of different picture presentation formats (integrate/separate) and text types (non-anthropomorphic/anthropomorphic) in artifact learning. It was found that subjects in the integrated form produced shorter and fewer fixations than those in the separated form, but this did not affect retention and transfer test scores after learning. Anthropomorphic texts showed shorter mean saccade amplitude and elicited more positive emotional experiences. Based on this, some design recommendations were proposed for how to improve multimedia learning in museum contexts.