El martes 7 de mayo a las 11:00h la estudiante de doctorado Carolien Knoop-van Campen del Behavioural Science Institute en la Universidad de Radboud (Nijmegen, Netherlands), nos presenta el estudio "Multimedia learning in university students with dyslexia: an Eye-tracking study".
Abstract_Adding audio to written text is theoretically assumed to hamper learning due to working memory overload (redundancy effect). However, a meta-analysis showed that verbally redundant information did not influence learning, while several studies showed that adding audio does change learning processes. Students with dyslexia often receive audio support that reads the written text out load. On the one hand, based on working memory problems in this clinical population adding audio could hinder their learning, on the other hand audio could also enhance learning since it offers the opportunity to compensate for reading difficulties. Also, students with dyslexia seem to process learning materials differently that their typically developing peers. The effect of adding audio in students with dyslexia and the mechanism behind it is still unclear. Therefore, I examined to what extent adding audio affects learning processes and outcomes in students with and without dyslexia and how learning process and outcomes are related. In this presentation, I will illustrate this problem with my latest research and I will present my most current eyetracking results. I hope to discuss the interpretation of the eye-tracing results with the lab group. Knoop‐van Campen CAN, Segers E, Verhoeven L. (2018). The modality and redundancy effects in multimedia learning in children with dyslexia. Dyslexia, 24, 140–155. https://doi.org/10.1002/dys.1585
