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Cumulative Presentation Enhances Learning Outcomes by Directing Learners' Visual Attention.

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Title: Cumulative Presentation Enhances Learning Outcomes by Directing Learners' Visual Attention.
Authors: Ito, Hikaru1 (AUTHOR), Ichikawa, Hiroko1,2 (AUTHOR) ichi@rs.tus.ac.jp
Source: Journal of Computer Assisted Learning. Aug2026, Vol. 42 Issue 4, p1-11. 11p.
Subjects: Lecture method in teaching, Curriculum, Scale analysis (Psychology), Self-evaluation, Prompts (Psychology), Research funding, T-test (Statistics), Educational outcomes, Statistical sampling, Health occupations students, Engineering, Science, Questionnaires, Learning, Teaching methods, Randomized controlled trials, Biology, College teachers, Descriptive statistics, Mann Whitney U Test, Attention, Control groups, Pre-tests & post-tests, Multimedia systems, Storytelling, Computer assisted instruction, College students, Comparative studies, Auditory perception, Visual perception, Eye movements, Cognition, Inter-observer reliability
Geographic Terms: Japan
Abstract: Background: The Cognitive Theory of Multimedia Learning (CTML) has established fruitful principles to guide learners' attention and reduce their cognitive load. Although these principles have been shown to improve learning outcomes, it remains useful to examine learners' cognitive processes during learning using eye‐tracking techniques. Objectives: To mitigate cognitive load by segmenting content and directing the learner's attention to visual elements synchronised with auditory narration, we cumulatively presented visual segments within a single PowerPoint slide. We referred to this format as a cumulative presentation. Methods: Forty Japanese university students participated. They first completed a pre‐test to assess their prior knowledge, and subsequently viewed a biology lesson slideshow accompanied by teacher narration. In the cumulative presentation condition, visual elements were incrementally revealed alongside the narration, whereas in the whole‐slide presentation condition, all elements were presented simultaneously prior to narration. Throughout the session, we tracked the participants' eye movements. Following the lesson, all participants completed a post‐test identical to the pre‐test. Results and Conclusions: Learning outcomes were significantly higher in the cumulative presentation condition than in the whole‐slide presentation condition (Cohen's d = 0.49). Participants in the cumulative presentation condition fixated earlier on visual elements congruent with the teacher's lecture (d = 1.76) and for longer durations (Cohen's d = 1.15). These findings demonstrate the effectiveness of cumulative presentation in enhancing learning and visual attention, provide empirical support for the segmenting principle, and suggest practical implications for designing multimedia instructional materials. Summary: What is currently known about this topic? ○Segmenting multimedia materials into smaller units can reduce cognitive load and improve learning.○Guiding learners' gaze to relevant visual information corresponding to auditory content is known to be effective in improving learning outcomes.○Eye‐tracking can be used to examine how learners allocate attention during multimedia learning.What does this paper add? ○We introduced the cumulative presentation format, demonstrating the visual elements that match audio information cumulatively on the PowerPoint slide.○Learning outcomes of learners in cumulative presentation lessons improved compared to those in whole‐slide presentation lessons.○Eye‐tracking data showed that cumulative presentation guided learners' attention more rapidly and maintained attention on relevant information for longer periods.Implications for practice/or policy ○Instructors can improve multimedia lessons by progressively revealing visual elements rather than presenting all information simultaneously.○Even in continuous, instructor‐paced presentations, visual segmentation can support learners' attention and learning.○The findings provide practical guidance for designing more effective educational presentations. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Computer Assisted Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Engineering Source
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  Data: Cumulative Presentation Enhances Learning Outcomes by Directing Learners' Visual Attention.
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  Data: Background: The Cognitive Theory of Multimedia Learning (CTML) has established fruitful principles to guide learners' attention and reduce their cognitive load. Although these principles have been shown to improve learning outcomes, it remains useful to examine learners' cognitive processes during learning using eye‐tracking techniques. Objectives: To mitigate cognitive load by segmenting content and directing the learner's attention to visual elements synchronised with auditory narration, we cumulatively presented visual segments within a single PowerPoint slide. We referred to this format as a cumulative presentation. Methods: Forty Japanese university students participated. They first completed a pre‐test to assess their prior knowledge, and subsequently viewed a biology lesson slideshow accompanied by teacher narration. In the cumulative presentation condition, visual elements were incrementally revealed alongside the narration, whereas in the whole‐slide presentation condition, all elements were presented simultaneously prior to narration. Throughout the session, we tracked the participants' eye movements. Following the lesson, all participants completed a post‐test identical to the pre‐test. Results and Conclusions: Learning outcomes were significantly higher in the cumulative presentation condition than in the whole‐slide presentation condition (Cohen's d = 0.49). Participants in the cumulative presentation condition fixated earlier on visual elements congruent with the teacher's lecture (d = 1.76) and for longer durations (Cohen's d = 1.15). These findings demonstrate the effectiveness of cumulative presentation in enhancing learning and visual attention, provide empirical support for the segmenting principle, and suggest practical implications for designing multimedia instructional materials. Summary: What is currently known about this topic? ○Segmenting multimedia materials into smaller units can reduce cognitive load and improve learning.○Guiding learners' gaze to relevant visual information corresponding to auditory content is known to be effective in improving learning outcomes.○Eye‐tracking can be used to examine how learners allocate attention during multimedia learning.What does this paper add? ○We introduced the cumulative presentation format, demonstrating the visual elements that match audio information cumulatively on the PowerPoint slide.○Learning outcomes of learners in cumulative presentation lessons improved compared to those in whole‐slide presentation lessons.○Eye‐tracking data showed that cumulative presentation guided learners' attention more rapidly and maintained attention on relevant information for longer periods.Implications for practice/or policy ○Instructors can improve multimedia lessons by progressively revealing visual elements rather than presenting all information simultaneously.○Even in continuous, instructor‐paced presentations, visual segmentation can support learners' attention and learning.○The findings provide practical guidance for designing more effective educational presentations. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Computer Assisted Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/jcal.70286
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 1
    Subjects:
      – SubjectFull: Lecture method in teaching
        Type: general
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Scale analysis (Psychology)
        Type: general
      – SubjectFull: Self-evaluation
        Type: general
      – SubjectFull: Prompts (Psychology)
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: T-test (Statistics)
        Type: general
      – SubjectFull: Educational outcomes
        Type: general
      – SubjectFull: Statistical sampling
        Type: general
      – SubjectFull: Health occupations students
        Type: general
      – SubjectFull: Engineering
        Type: general
      – SubjectFull: Science
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Learning
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Randomized controlled trials
        Type: general
      – SubjectFull: Biology
        Type: general
      – SubjectFull: College teachers
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Mann Whitney U Test
        Type: general
      – SubjectFull: Attention
        Type: general
      – SubjectFull: Control groups
        Type: general
      – SubjectFull: Pre-tests & post-tests
        Type: general
      – SubjectFull: Multimedia systems
        Type: general
      – SubjectFull: Storytelling
        Type: general
      – SubjectFull: Computer assisted instruction
        Type: general
      – SubjectFull: College students
        Type: general
      – SubjectFull: Comparative studies
        Type: general
      – SubjectFull: Auditory perception
        Type: general
      – SubjectFull: Visual perception
        Type: general
      – SubjectFull: Eye movements
        Type: general
      – SubjectFull: Cognition
        Type: general
      – SubjectFull: Inter-observer reliability
        Type: general
      – SubjectFull: Japan
        Type: general
    Titles:
      – TitleFull: Cumulative Presentation Enhances Learning Outcomes by Directing Learners' Visual Attention.
        Type: main
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            NameFull: Ito, Hikaru
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            NameFull: Ichikawa, Hiroko
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            – D: 01
              M: 08
              Text: Aug2026
              Type: published
              Y: 2026
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