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The study finds significant group differences in fixations, scan paths, and pre- and post-task scores. 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An Exploratory Eye-Tracking Study  \nPamela Beach  \nQueen’s University  \nJohn Kirby  \nQueen’s University  \nPamela McDonald  \nQueen’s University  \nJen McConnel  \nQueen’s University  \nCanadian Journal of Education / Revue canadienne de l’éducation 42:4 (2019)©2019 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nAbstract  \nThis exploratory study used eye-tracking methodology to examine how elementary teachers study a multimedia model of reading development. Seven experienced teachers and 11 pre-service teachers participated. Visual attention, prior knowledge, and post-task scores were analyzed using quantitative and qualitative methods. Significant differences between the two groups were found with respect to fixations, scan paths, and pre-and post-task scores. Where experienced teachers focus their attention and the paths of their visual behaviour can inform the design of material that supports novice teachers’understanding of how children learn to read.  \nKeywords: teacher learning, multimedia learning, eye-tracking methodology, reading development, reading instruction  \nRésumé  \nCette étude exploratoire a utilisé une méthodologie de suivi du regard pour examiner comment les enseignants du primaire étudient un modèle multimédia de développement de la lecture. Sept enseignants expérimentés et 11 enseignants débutants ont participé . L’attention visuelle, les connaissances préalables et les résultats postérieurs à la tâche ont été analysés à l’aide de méthodes quantitatives et qualitatives. Des différences significatives entre les deux groupes ont été constatées en ce qui concerne les fixations, les chemins d’analyse et les résultats avant et après la tâche. Là où des enseignants expérimentés concentrent leur attention ou leur regarde peuvent influencer le développement des matériaux pour aider lesenseignants débutants à mieux comprendre comment les enfants apprennent à lire.  \nMots-clés : apprentissage de l’enseignant, modèle multimedia, attention visuelle, développement de la lecture, instruction de la lecture  \nCanadian Journal of Education / Revue canadienne de l’éducation 42:4 (2019) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nLearning opportunities for teachers, whether face to face or online, often include different types of multimedia, such as video, text, images, diagrams, sound, and animation. Of concern is the limited research available on the validity and value of multimedia learning resources for enhancing teacher knowledge and practice in reading instruction. Methods such as interviews and surveys can offer information about how teachers view their learning. These self-reported measures, however, are limited to participants’recollection of past events and affected by the social desirability of responses, and do not capture the moment-to-moment variations in cognitive processes (Alemdag & Cagiltay, 2018) . As such, it is important to obtain data about teachers’behavioural patterns and thought processes during learning without any interruptions; interrupting learners to ask them what they are doing and why may severely alter what they do. One method that can avoid the limitations of self-reporting measures and document cognitive processes that occur during learning is eye tracking (Beach & McConnel, 2019; Desjarlais, 2017; Johnson & Mayer, 2012) .  \nThe use of eye-tracking methodology to study teacher learning has the potential to generate comprehensive data about teachers’ learning processes, which, in turn, can contribute to more effective instructional approaches and learning support tools. Eye-tracking methodology is based on the assumption that there is a correlation between how long something is fixated and how long it is processed (Just & Carpenter, 1980) . The argument is that visual attention and cognitive processing occur almost simul","cbCairxfwwF7Q807","https://ap.wps.com/l/cbCairxfwwF7Q807","pdf",1557172,37,"English","# Abstract\n# Introduction\n## Multimedia learning and teacher self-report limitations\n## Eye-tracking as a tool for cognitive processes\n# Current Study\n## Reading Pyramid model and participant groups","[{\"question\":\"What research question does the study investigate?\",\"answer\":\"The study investigates how elementary teachers study and learn from a multimedia model of reading development, focusing on visual behaviour and cognitive processes.\"},{\"question\":\"Who participated in the eye-tracking study?\",\"answer\":\"Seven experienced elementary teachers and 11 pre-service teachers from an initial teacher education program participated.\"},{\"question\":\"What did the study measure, and what were the main findings?\",\"answer\":\"The study analyzed visual attention (e.g., fixations and scan paths), prior knowledge, and pre- and post-task scores. Significant differences were found between experienced and pre-service teachers across these measures.\"}]","How Do Elementary Teachers Study and Learn from a Multimedia Model of Reading Development? - An Exploratory Eye-Tracking Study | PDF",1792082292,93]