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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| Vydané v: | Frontiers in psychology Ročník 12; s. 773328 |
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| Hlavní autori: | , , , , , |
| Médium: | Journal Article |
| Jazyk: | English |
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Switzerland
Frontiers Media S.A
03.12.2021
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| ISSN: | 1664-1078, 1664-1078 |
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| Abstract | 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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| AbstractList | 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. 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.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. |
| Author | Liu, Yang Guo, Xiang Wu, Chennan Lin, Xuefen Ma, Weifeng Zhu, Tianshui |
| AuthorAffiliation | School of Information and Electronic Engineering, Zhejiang University of Science and Technology , Hangzhou , China |
| AuthorAffiliation_xml | – name: School of Information and Electronic Engineering, Zhejiang University of Science and Technology , Hangzhou , China |
| Author_xml | – sequence: 1 givenname: Yang surname: Liu fullname: Liu, Yang – sequence: 2 givenname: Weifeng surname: Ma fullname: Ma, Weifeng – sequence: 3 givenname: Xiang surname: Guo fullname: Guo, Xiang – sequence: 4 givenname: Xuefen surname: Lin fullname: Lin, Xuefen – sequence: 5 givenname: Chennan surname: Wu fullname: Wu, Chennan – sequence: 6 givenname: Tianshui surname: Zhu fullname: Zhu, Tianshui |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/34925175$$D View this record in MEDLINE/PubMed |
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| Keywords | multimedia learning programming learning eye-tracking color coding EEG |
| Language | English |
| License | Copyright © 2021 Liu, Ma, Guo, Lin, Wu and Zhu. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
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| Title | Impacts of Color Coding on Programming Learning in Multimedia Learning: Moving Toward a Multimodal Methodology |
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