Mike Horsley

Do personally tailored videos in a web-based physical activity intervention lead to higher attention and recall? - an eye-tracking study.

Over half of the Australian population does not meet physical activity guidelines and has an increased risk of chronic disease. Web-based physical activity interventions have the potential to reach large numbers of the population at low-cost, however issues have been identified with usage and participant retention. Personalized (computer-tailored) physical activity advice delivered through video has the potential to address low engagement, however it is unclear whether it is more effective in engaging participants when compared to text-delivered personalized advice. This study compared the attention and recall outcomes of tailored physical activity advice in video- vs. text-format. Participants (n = 41) were randomly assigned to receive either video- or text-tailored feedback with identical content. Outcome measures included attention to the feedback, measured through advanced eye-tracking technology (TobiiX 120), and recall of the advice, measured through a post intervention interview. Between group ANOVA’s, Mann–Whitney U tests and chi square analyses were applied. Participants in the video-group displayed greater attention to the physical activity feedback in terms of gaze-duration on the feedback (7.7 vs. 3.6 min, p < 001), total fixation-duration on the feedback (6.0 vs. 3.3 min, p < 001), and focusing on feedback (6.8 vs. 3.5 min, p < 001). Despite both groups having the same ability to navigate through the feedback, the video-group completed a significantly (p < 0.001) higher percentage of feedback sections (95%) compared to the text-group (66%). The main messages were recalled in both groups, but many details were forgotten. No significant between group differences were found for message recall. These results suggest that video-tailored feedback leads to greater attention compared to text-tailored feedback. More research is needed to determine how message recall can be improved, and whether video-tailored advice can lead to greater health behavior change.

Preparing early childhood educators for global education: the implications of prior learning

This paper outlines the increasing cultural diversity of Australia’s education settings and explicates the global education movement and the new Australian Early Years Learning Framework. It discusses the implication of these factors for early childhood education practice and early childhood teacher education. The key research question considered in this paper is what prior learnings do early childhood educators utilise to consider global education? Data are presented on a research project that explores the prior learning of pre‐service early childhood educators at a major Australian university. The paper shows that, unlike primary and secondary pre‐service teachers, most early childhood education pre‐service teachers have significant professional experiences in educational settings. These prior experiences have a significant impact on pre‐service early childhood educators’ knowledge, beliefs and attitudes in the area of global education and align strongly with the global education curriculum movement and new national curriculum.

Eye Tracking and the Learning System: An Overview

In everyday and learning tasks, the eyes have, firstly, the roles of locating and recognizing objects and then, secondly, directing the actions to make use of them (Land & Tatler 2009). The use of eye tracking can reveal important aspects about students’ learning processes. Because eye tracking provides insights into the allocation of visual attention, it is very suited to study differences in learners’ attentional processes. In this section of the book, the contributions focus on the visual processes that occur when participants are performing a task.

Eye Tracking as a Research Method in Social and Marketing Applications

Human behaviour is incredibly complex and astoundingly broad. As a result, many disciplines have been developed to study it in great detail. Each discipline develops its own unique shared understandings and common discourse and professional community of researchers. Each discipline also develops various research paradigms and assumptions which create boundaries between other disciplines in exploring and investigating human and physical phenomenon (Kuhn 1962). Central to developing research paradigms are research methodologies—the accepted and foundational ways that researchers in a discipline support—to more deeply understand and investigate the world.

A New Approach to Cognitive Metrics: Analysing the Visual Mechanics of Comprehension using Eye-Tracking Data in Student Completion of High-Stakes Testing Evaluation

This chapter chronicles the use of eye-tracking methodology to develop a model of the mechanics of reading as students undertake comprehension tasks. This model has been developed from analysing the way that students undertake high-stakes testing in Australia. In phase 2 of the research, a model has been developed from a grounded theory approach by analysing the reading behaviours of students completing high-stakes comprehension tasks. In phase 3 of the research, the model will be validated with a large-scale study involving 200 year-7 students in Queensland schools. The research to date has developed a model of the mechanics of reading comprehension. The model is presented in the chapter. The model has added a set of macro-reading behaviours revealed during the development of the model to the micro-reading behaviours established by a decade of previous eye-tracking research into reading behaviour.

Comparing Novice and Expert Nurses in Analysing Electrocardiographs (ECGs) Containing Critical Diagnostic Information: An Eye Tracking Study of the Development of Complex Nursing Visual Cognitive Skills

Nurses operate in dynamic health-care environments. They are often in positions where they are required to undertake rapid diagnosis, provide emergency health-care responses and make instant risk assessments. Often, these activities occur in real-time, high-risk health-care environments and emergency situations in conditions that can be characterised as time pressured, complex and ambiguous.

Private and Public: Eye Movement and Eye Tracking in Marketing

This chapter presents a series of case studies of the use of eye-tracking research methods and technologies in marketing. The case studies reflect two different approaches to the use of eye-tracking research methodologies in marketing research. One of the case studies highlights marketing research from an applied eye-tracking marketing research organisation from the private sector. This case study illustrates the majority of eye-tracking marketing research—as most eye-tracking marketing research is conducted by such firms in the private sector responding to the marketing imperatives driving investment in marketing; the evaluation of marketing investment and the use of eye-tracking approaches to iteratively develop marketing planning and marketing instruments. The other case study in the chapter illustrates the type of eye-tracking marketing research that is being conducted in universities as part of the usual marketing discipline research programme. Similarities and differences demonstrated by these case studies are discussed in the chapter.

Comparing Personally Tailored Video- and Text-Delivered Web-Based Physical Activity Interventions—The Medium and the Message: An Eye-Tracking Study

Continued low adherence to physical activity recommendations illustrates the need to refine intervention strategies and increase their effectiveness. Web-based and computer-tailored physical activity interventions have shown promising (cost)-effectiveness, though little is known about the optimal way to deliver health-related information via the Internet. This research project explores the differences in website usage between participants exposed to an online text-tailored or video-tailored physical activity intervention; the content of the interventions was identical regardless of delivery mode. The mixed-methods approach developed for this research project included gathering data on participants demographics (computer-based survey), gaze duration (eye-tracking methodology), click stream analysis (eye-tracking methodology) and message recall (oral-structured interview). This process was established to gain insight into how participants would attend and recall learning after experiencing a personalised physical activity advice intervention. Of the 41 participants, those in the video group provided significant more attention to the physical activity feedback, in terms of gaze duration on the total screen (9.3 vs. 4.1 min; F(1,37) = 61.38 p <0. 001) and on the feedback area of the screen (7.6 vs. 3.6 min; F(1,37) = 32.7, p < 0.001). Participants in both groups had equal control over the message but only those in the text-based group choose to exercise it. No demographic differences were found, except for men who provided significantly less attention to the message; this was regardless of intervention group they belonged to (6.1 vs. 7.4 min; F(1,37) = 3.83 p =0 .049). No between-group differences were recorded in terms of message recall and higher-order cognition immediately after receiving the intervention. The main message was recalled in both groups, but the details were largely forgotten and higher-order cognition was low. These results suggest that video-tailored messages are preferred, though more research is needed to optimise their impact so that recall and higher-order cognition are increased.