Impacts of Color Coding on Programming Learning in Multimedia Learning: Moving Toward a Multimodal Methodology

In the present study, we tested the effectiveness of color coding on the programming learning of students who were learning from video lectures. Effectiveness was measured using multimodal physiological measures, combining eye tracking and electroencephalography (EEG). Using a between-subjects desig...

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Bibliographic Details
Published in:Frontiers in psychology Vol. 12; p. 773328
Main Authors: Liu, Yang, Ma, Weifeng, Guo, Xiang, Lin, Xuefen, Wu, Chennan, Zhu, Tianshui
Format: Journal Article
Language:English
Published: Switzerland Frontiers Media S.A 03.12.2021
Subjects:
color coding
EEG
eye-tracking
multimedia learning
programming learning
Psychology
multimedia learning
programming learning
eye-tracking
color coding
EEG
ISSN:1664-1078, 1664-1078
Online Access:Get full text
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Summary:In the present study, we tested the effectiveness of color coding on the programming learning of students who were learning from video lectures. Effectiveness was measured using multimodal physiological measures, combining eye tracking and electroencephalography (EEG). Using a between-subjects design, 42 university students were randomly assigned to two video lecture conditions (color-coded vs. grayscale). The participants’ eye tracking and EEG signals were recorded while watching the assigned video, and their learning performance was subsequently assessed. The results showed that the color-coded design was more beneficial than the grayscale design, as indicated by smaller pupil diameter, shorter fixation duration, higher EEG theta and alpha band power, lower EEG cognitive load, and better learning performance. The present findings have practical implications for designing slide-based programming learning video lectures; slides should highlight the format of the program code using color coding.
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This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
Edited by: María Jesús Luque Rojas, University of Málaga, Spain
Reviewed by: Pablo Daniel Franco Caballero, University of Málaga, Spain; Vanessa R. Simmering, University of Kansas, United States
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2021.773328