An Eye-Tracking Study of Learning from Science Text with Concrete and Abstract Illustrations

Autor/inn/en	Mason, Lucia; Pluchino, Patrik; Tornatora, Maria Caterina; Ariasi, Nicola
Titel	An Eye-Tracking Study of Learning from Science Text with Concrete and Abstract Illustrations
Quelle	In: Journal of Experimental Education, 81 (2013) 3, S.356-384 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2012.727885
Schlagwörter	Eye Movements; Grade 11; Pictorial Stimuli; Illustrations; Science Instruction; Reading Comprehension; Content Area Reading; High School Students; Foreign Countries; Pretests Posttests; Knowledge Level; Scientific Concepts; Short Term Memory; Transfer of Training; Spatial Ability; Physics; Grades (Scholastic); Multivariate Analysis; Italy; Vandenberg Mental Rotations Test + Suchen Sie Ihr Suchwort? Augenbewegung; School year 11; 11. Schuljahr; Schuljahr 11; Fantasieanregung; Bildliche Darstellung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Leseverstehen; Sinnerfassendes Lesen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Wissensbasis; Kurzzeitgedächtnis; Training; Transfer; Ausbildung; Räumliches Vorstellungsvermögen; Physik; Notenspiegel; Multivariate Analyse; Italien
Abstract	This study investigated the online process of reading and the offline learning from an illustrated science text. The authors examined the effects of using a concrete or abstract picture to illustrate a text and adopted eye-tracking methodology to trace text and picture processing. They randomly assigned 59 eleventh-grade students to 3 reading conditions: (a) text only; (b) text with a concrete illustration; and (c) text with an abstract illustration in a pretest, immediate, and delayed posttest design. Results showed that the text illustrated by either the concrete or the abstract picture led to better learning than did the text alone. Eye-fixation data revealed that the abstract illustration promoted more efficient processing of the text. Analyses of the gaze shifts between the 2 types of external representation indicated that the readers of the text with the abstract illustration made a greater effort to integrate verbal and pictorial information. Furthermore, relations between online and offline measures emerged. (Contains 1 note, 2 figures, and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10