Abstract
Adding anthropomorphic graphical elements to computerized learning materials has been shown to enhance learning. We have prepared an experimental study, in which we will investigate if learning is enhanced because of the elevated positive affect of learners or due to the attention-capturing effect of the anthropomorphisms.
Here, we present a pilot study asking if eye tracking might help in answering this question. Participants (N = 23) studied from one of three versions (schematic, enhanced black-and-white, enhanced with color) of instructional slides about the influenza virus for about 10 minutes; with eye tracking.
Their prior and, especially, post hoc negative affect was elevated, and positive affect decreased compared to participants from a similar experiment without an eye tracker (N = 37). One-third of participants reported higher nervousness due to the eye tracker.
The attention-capturing effect was possible to measure; but with limitations. The implications for emotional design studies with eye tracking are discussed.