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Research into eye movements of subjects who are reading provides a window into the reader's cognitive processes. This paper uses some conclusions of that research to guide a discussion of the delivery of visual information in the classroom. The paper will briefly review some of the highlights of the research into eye movements that have particular relevance to how people learn from complex written materials. Next the paper shall discuss some general principles of the traditional "Lecture," followed by three real world cases from undergraduate physics courses at the University of Toronto.
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