Eye tracking indicators of reading approaches in text-picture comprehension.

Autor/inn/en	Zhao, Fang; Schnotz, Wolfgang; Wagner, Inga; Gaschler, Robert
Titel	Eye tracking indicators of reading approaches in text-picture comprehension.
Quelle	In: Frontline Learning Research, 2 (2014) 6, S. 46-66Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2295-3159
DOI	10.14786/flr.v2i4.98
Schlagwörter	Kognitiver Prozess; Lernen; Unterrichtsmedien; Augenbewegung; Leseverstehen; Display; Verständnis
Abstract	Despite numerous studies on reading and multimedia comprehension, the usage of text and picture with different reading strategies has rarely become a focus of research. The current study aims to explore whether the usage of text differs from the usage of picture when readers follow different strategies of knowledge acquisition. In a within-subjects design using eye tracking, seventeen secondary school students comprehended blended text and picture materials with three different strategies. (1) Initial coherence-formation strategy, which requires students to process text and picture unguidedly. (2) Consecutive task-oriented strategy, which requires them to gather information to answer the question (which explains the task) provided after prior experience with text and picture. (3) Initial task-oriented strategy, which requires them to comprehend text and picture to solve the task equipped with the prior information about the question from the beginning. Eye tracking data showed that text and picture play different roles in these processing conditions. (1) The results are in line with the assumption that text (rather than picture) is more likely used to construct mental models in initial coherence-formation processing of text and picture. (2) Students seem to primarily rely on the picture to answer the question after the prior experience with the material with consecutive task-oriented strategy. (3) Text and picture are both used heavily when the question is presented first, enabling students to selectively process question-relevant aspects of the material at first contact. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3