Mind Wandering of Elementary School Pre-service Teachers according to the Video Type during Earth Science Video Lecture

Objectives This study examines the attention of elementary school pre-service teachers according to the two types of lectures, Picture-In-Picture (PIP) and Lecture Capture (LC), while watching science video lecture s using a eye-tracking device. Mind Wandering (MW) was collected and analyzed for this purpose. Methods The participants were 18 pre-service teachers (12 women, 6 men), and the task was a video lecture for a university earth science education lecture, and the theme was a lecture on how to guide the rotation of the earth, orbit, and phase change of the moon to elementary school students. Data were collected with the Tobii Pro Spectrum eye- tracking device, and when sections with a fixed duration of 400 ms or more lasted for more than 2 seconds were determined as the MW section. The MW was analyzed according to two image types. Attention and MW inducing factors were identified through interviews and screen analysis. Results As a result, it was found that the LC type had a shorter MW Duration due to a significant difference than the PIP type. This suggests that the LC type is more effective in maintaining the learner's attention than the PIP type. The gaze plot during MW shows a phenomenon in which gaze movement is fixed to one place, and in the LC type, gaze fixing to the instructor was remarkable. During video lectures, factors such as repeated explanations, static screens, difficulty of learning tasks, and task familiarity were identified as factors that could cause MW. In addition, pre-service teachers preferred the LC type to the PIP type. Conclusions Developing video lectures in LC type will help maintain attention, and the design of video lectures should avoid repeated explanations, static screens, high-level cognitive load presentations, and learning tasks that can cause students to get tired of, and should be developed to continuously provide visual or auditory stimuli.