Using Eye Tracking to Investigate Semantic and Spatial Representations of Scientific Diagrams during Text-Diagram Integration

Autor/inn/en	Jian, Yu-Cin; Wu, Chao-Jung
Titel	Using Eye Tracking to Investigate Semantic and Spatial Representations of Scientific Diagrams during Text-Diagram Integration
Quelle	In: Journal of Science Education and Technology, 24 (2015) 1, S.43-55 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-014-9519-3
Schlagwörter	Eye Movements; Spatial Ability; Reading Strategies; Visual Aids; Undergraduate Students; Scientific Research; Reading Comprehension; Reading Tests; Semantics; Scientific Literacy + Suchen Sie Ihr Suchwort? Augenbewegung; Räumliches Vorstellungsvermögen; Reading strategy; Leselernstufe; Lesetechnik; Anschauungsmaterial; Leseverstehen; Lesetest; Semantik
Abstract	We investigated strategies used by readers when reading a science article with a diagram and assessed whether semantic and spatial representations were constructed while reading the diagram. Seventy-one undergraduate participants read a scientific article while tracking their eye movements and then completed a reading comprehension test. Our results showed that the text-diagram referencing strategy was commonly used. However, some readers adopted other reading strategies, such as reading the diagram or text first. We found all readers who had referred to the diagram spent roughly the same amount of time reading and performed equally well. However, some participants who ignored the diagram performed more poorly on questions that tested understanding of basic facts. This result indicates that dual coding theory may be a possible theory to explain the phenomenon. Eye movement patterns indicated that at least some readers had extracted semantic information of the scientific terms when first looking at the diagram. Readers who read the scientific terms on the diagram first tended to spend less time looking at the same terms in the text, which they read after. Besides, presented clear diagrams can help readers process both semantic and spatial information, thereby facilitating an overall understanding of the article. In addition, although text-first and diagram-first readers spent similar total reading time on the text and diagram parts of the article, respectively, text-first readers had significantly less number of saccades of text and diagram than diagram-first readers. This result might be explained as text-directed reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01