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Background: Both eye movement modelling examples (EMMEs) and cues guide attention and improve learning in multimedia learning environments. EMME can act as a special form of cue. However, no studies have directly examined whether EMME would be superior to visual cues. Objective: The study was to investigate whether there were advantages of EMME over cues on visual attention, learning outcomes and subjective perception in a multimedia environment. Method: In Experiment 1, 67 college students were randomly assigned to the EMME group, cue group and control group and learned from animations explaining the synaptic transmission. In Experiment 2, we replicated Experiment 1 using longer learning material. Seventy-one college students were randomly assigned to three groups (EMME, cue and control) and learned from animations explaining the process of cell division. Results and Conclusions: In Experiment 1, results indicated both EMMEs and cues guide attention and facilitate learning. Regarding learning outcomes and subjective perception, learners did not benefit more from EMMEs than cues. Eye movement indicators showed that EMMEs were better than cues. In Experiment 2, results were consistent with Experiment 1. Implications: This study is the first to compare EMMEs and cues. We found that EMMEs and cues were equivalent in producing effects on learning outcomes and subjective perception. EMMEs were superior to cues in guiding attention and conveying strategies, as indicated by eye movements. Both theoretical and practical implications could be drawn.

This study investigated the effectiveness of visual training or verbal training on how to use a text-picture processing strategy for learning from computer-based multimedia instructional material. Sixty-nine university students were randomly assigned to the verbal training group (students received text-based instruction for a text-picture processing strategy), the visual training group (students observed a video depicting an expert's eye fixations while using a text-picture processing strategy for an initial portion of a multimedia lesson) or the control group (students did not receive any instruction). During reading a multimedia lesson on biology, students' eye movements were tracked; and after the lesson, students took a posttest. Concerning learning outcomes, both visual and verbal training helped students perform better than the control group on a recall test and the verbal training group perform better on a transfer test. Concerning learning processes, both visual and verbal training caused students to attend less to on-screen text and more to on-screen pictures as compared to the control group. Mediation analysis showed that increased attention to pictures was a mediator for better learning outcomes. Practical and theoretical implications are discussed.