The image of images as an aid to improve learning: An eye-tracking experiment studying the effect of contrasts in computer-based learning material

This study addresses differences in the design of computer-based learning materials-text with or without pictures-and the aim is to show in what way these differences affect learning outcomes. In total, 46 young adults participated: 19 with dyslexia and 27 controls. Approximately half of each group received the condition text only, and half received the text and an integrated picture. The learning material was presented on computer screens, and the participants' viewing patterns were registered by eye-tracking. The respondents answered text-based and picture-based questions, as well as oral questions, during the experiment. The assumptions about learning are based on variation theory and on the importance of contrasts in discerning important aspects of the learning material. The results show that whether material of the same content (surrealism) is presented in text only (without explicit contrasts embedded in the text) or in text and picture form (which offers a contrast) affects learning outcomes, particularly for the participants with dyslexia, who showed a fourfold increase from pre-test to post-test (from.10 to.40).