The Effect of Highlighting on Cognitive Load and Visual Attention in Multimedia Learning.
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| Title: | The Effect of Highlighting on Cognitive Load and Visual Attention in Multimedia Learning. |
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| Authors: | Sun, Yuzhi (AUTHOR), Nembhard, David A. (AUTHOR) |
| Source: | International Journal of Human-Computer Interaction. Nov2025, Vol. 41 Issue 22, p13940-13951. 12p. |
| Subjects: | Cognitive load, Signals & signaling, Eye tracking, Audiovisual education, Cognitive development, Selectivity (Psychology), Electroencephalography |
| Abstract: | Signaling can be used to guide learners' attention to relevant details of instructional materials, and consequently can foster multimedia learning. We investigate how signaling, and highlighting specifically, are predictive of individual learning performance in short-term knowledge acquisition, mediated by cognitive load and visual attention employing biometrically using electroencephalog- raphy (EEG) and eye-tracking measures. We perform a two-level experiment on short-term knowledge acquisition within the context of an online course, with content-highlighting employed as signaling cues. We use a structural equation model (SEM) to examine the potential mediation that cognitive load and visual attention may have on knowledge acquisition. The results suggest that signaling can direct attention to the crucial areas and potentially reduce the extraneous cognitive load, thereby promoting short-term knowledge acquisition, as a key stage of learning. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Human-Computer Interaction is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Signaling can be used to guide learners' attention to relevant details of instructional materials, and consequently can foster multimedia learning. We investigate how signaling, and highlighting specifically, are predictive of individual learning performance in short-term knowledge acquisition, mediated by cognitive load and visual attention employing biometrically using electroencephalog- raphy (EEG) and eye-tracking measures. We perform a two-level experiment on short-term knowledge acquisition within the context of an online course, with content-highlighting employed as signaling cues. We use a structural equation model (SEM) to examine the potential mediation that cognitive load and visual attention may have on knowledge acquisition. The results suggest that signaling can direct attention to the crucial areas and potentially reduce the extraneous cognitive load, thereby promoting short-term knowledge acquisition, as a key stage of learning. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10447318 |
| DOI: | 10.1080/10447318.2025.2478274 |
