Designing computer-based tests: design guidelines from multimedia learning studied with eye tracking

Abstract The use of computer-based tests (CBTs), for both formative and summative purposes, has greatly increased over the past years. One major advantage CBTs is easy integration multimedia. It unclear, though, how to design such CBT environments with purpose current study was examine whether guidelines designing multimedia instruction based on Cognitive Load Theory (CLT) Multimedia Learning (CTML) will yield similar effects in CBT. In a within-subject design, thirty-three vocational students completed arithmetic exam, which half items were presented an original format, other redesigned CTML principles instructional (i.e., adapted format). Results showed that applying decreased difficulty test items, i.e., scored significantly higher items. Moreover, eye-tracking data required less visual search attention question answer. Finally, cognitive load, measured as silent pauses during secondary think-aloud task, decreased. Mean fixation duration (a different indicator load), however, did not differ between These results indicate can be beneficial. seems prevent overload helps focus important parts (e.g., question), leading better results.