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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/24283

Title: Multimedia resources designed to support learning from written proofs: An eye-movement study
Authors: Roy, S.
Inglis, Matthew
Alcock, Lara
Keywords: Proof
Intervention
Comprehension
Reading
Eye movements
Experiment
Issue Date: 2017
Publisher: Springer / © The Authors
Citation: ROY, S., INGLIS, M. and ALCOCK, L., 2017. Multimedia resources designed to support learning from written proofs: An eye-movement study. Educational Studies in Mathematics, DOI: 10.1007/s10649-017-9754-7
Abstract: This paper presents two studies of an intervention designed to help undergraduates comprehend mathematical proofs. The intervention used multimedia resources that presented proofs with audio commentary and visual animations designed to focus attention on logical relationships. In Study 1, students studied an e-Proof or a standard written proof and their comprehension was assessed in both immediate and delayed tests; the groups performed similarly at immediate test, but the e-Proof group exhibited poorer retention. Study 2 accounted for this unexpected result by using eye-movement analyses to demonstrate that participants who studied an e-Proof exhibited less processing effort when not listening to the audio commentary. We suggest that the extra support offered by e-Proofs disrupts the processes by which students organise information, and thus restricts the extent to which their new understanding is integrated with existing knowledge. We discuss the implications of these results for evaluating teaching innovations and for supporting proof comprehension.
Description: This is an open access article published by Springer and distributed under the terms of the Creative Commons Attribution Licence, https://creativecommons.org/licenses/by/4.0/
Sponsor: This work was partially funded by a grant from the Mathematics, Statistics, and Operational Research Network of the Higher Education Academy (to LA and MI) and a Royal Society Worshipful Company of Actuaries Research Fellowship (to MI).
Version: Published
DOI: 10.1007/s10649-017-9754-7
URI: https://dspace.lboro.ac.uk/2134/24283
Publisher Link: http://dx.doi.org/10.1007/s10649-017-9754-7
Related Resource: https://doi.org/10.17028/rd.lboro.4725994
ISSN: 0013-1954
Appears in Collections:Published Articles (Mathematics Education Centre)

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