Effects of Task Experience on Attention to Extraneous Information during Multimedia Learning

The aim of this dissertation is to provide an answer to the following questions:
1) Does the negative effect of extraneous information on learning decrease or disappear with increasing task experience?
2) Does this effect arise because learners start to ignore the extraneous information?

These two questions are addressed both for irrelevant and unnecessary information presentation. An important aspect of this dissertation is the use of eye-tracking methodology to address the second question, which can provide insight into the perceptual and cognitive processes that underlie the effects of different multimedia materials on learning outcomes (Van Gog & Scheiter, 2010).