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El empleo de técnicas de seguimiento ocular para evaluar materiales educativos en Educación Primaria

  • Ana Isabel Molina [1] ; Óscar Navarro [2] ; Miguel Lacruz [1] ; Manuel Ortega [1]
    1. [1] Universidad de Castilla-La Mancha

      Universidad de Castilla-La Mancha

      Ciudad Real, España

    2. [2] CEIP San José de Calasanz
  • Localización: Revista de educación, ISSN 0034-8082, Nº 376, 2017, págs. 87-109
  • Idioma: español
  • DOI: 10.4438/1988-592X-RE-2017-376-345
  • Títulos paralelos:
    • Applying eye tracking techniques for evaluating learning materials in Primary ducation
  • Enlaces
  • Resumen
    • español

      El diseño de los materiales multimedia puede influir en la efectividad y eficacia de su uso, así como en el proceso de enseñanza-aprendizaje. Por tanto, es importante evaluar la idoneidad de las distintas configuraciones o formatos de presentación a la hora de diseñar este tipo de recursos. Se propone el empleo de técnicas de evaluación más objetivas, como el seguimiento ocular o eye tracking en vez de métodos tradicionales, como cuestionarios o encuestas. Dicha técnica permite analizar el proceso de exploración visual de los usuarios, para valorar de forma objetiva (fisiológica), cuáles son las configuraciones más adecuadas. Se describe un experimento en el que se evalúa la inclusión de elementos distractores en una presentación multimedia. Como resultado de este trabajo de investigación se concluye que se produce una mayor eficiencia en el aprendizaje cuando una presentación no incluye elementos distractores que desvían la atención de las áreas con información más relevante.

    • English

      The design of the multimedia materials can influence their effectiveness and efficiency as well as the process of teaching - learning itself. Therefore, it is important to evaluate the suitability of different settings or presentation formats when designing this type of resource. It is recommended a more objective technique such as the eye-tracking instead traditional methods such as surveys and questionnaires. This technique can be used to analyze the visual exploration of users and therefore assess objectively which are the most appropriate settings. An experiment was described in which the inclusion of distracting elements in a multimedia presentation is evaluated. As a result of this research it is concluded that more efficient learning is achieved when a presentation does not contain elements that divert the attention from the most relevant areas. This configuration favors to a greater extent to the students in the second course.

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