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

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• 作者：Yu-Cin Jian (1)
  Chao-Jung Wu (1)
  
  1. Department of Educational Psychology and Counseling ; National Taiwan Normal University ; Taipei ; Taiwan
  
• 关键词：Eye movement ; Scientific diagrams ; Text ; diagram reading strategies ; Semantic representation ; Spatial representation
• 刊名：Journal of Science Education and Technology
• 出版年：2015
• 出版时间：February 2015
• 年：2015
• 卷：24
• 期：1
• 页码：43-55
• 全文大小：1,474 KB
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• 刊物类别：Humanities, Social Sciences and Law
• 刊物主题：Education
  Science Education
  Educational Technology
  
• 出版者：Springer Netherlands
• ISSN：1573-1839

文摘

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.