Dynamic signals in instructional videos support students to navigate through complex representations: An eye‐tracking study

Abstract In this eye‐tracking experiment, we compared instructional videos with static signals, dynamic signals and no signaling in a within‐subject design. We tracked eye movements from 28 undergraduate chemistry students while they were watching about reaction mechanisms the different conditions. Further, assessed students' cognitive load, as well retention performance. employed Latin square design to control for sequencing content effects of videos. Our data showed that helped better focus their attention relevant features representations virtually across entire time video presentation. Furthermore, increased performance decreased extraneous load. Overall, our findings show crucial role pairing principle temporal contiguity help navigate through complex symbolic improve learning success.