Ayako Nishimura
The aim of the present study was to clarify how an educational presentation on risk prediction affected the ability to process visual information. A randomized controlled experiment was conducted with 34 nursing students, who were divided into a visual-only group and an audio-visual group. The informational presentation used images obtained using an eye mark recorder, which recorded the gaze trajectory and gaze point actually observed by the individual, and the educational strategy was evaluated using the eye mark recorder. A Wilcoxon test was conducted to compare performances before and after the presentation for each group, and a Mann?Whitney test was used to compare the visual-only and audio-visual groups. We found that four items changed between the first and second experiment: (1) shorter duration of observation, (2) prolonged mean duration of gaze pauses, (3) an increase in the number of eye marks, and (4) an increase in the number of eye marks coinciding with gaze points. Results suggest that the difference in style of informational presentation didn't have a large impact on eye movement, audio-visual stimulation helped subjects make judgement during their subsequent observations and visual reflection helped to retain the risk factors in long term memory.
