Eye Movements in Integrating Geometric Text and Figure: Scanpaths and Given-New Effects

Eye Movements in Integrating Geometric Text and Figure: Scanpaths and Given-New Effects This study explored the processes in which adult readers integrate text-figure information when reading geometric descriptions. Because geometry conveys rich spatial information, we investigated the reading scanpaths as text- or figure-directed and the given-new effects. Eye movement data from 65 college student participants showed that approximately 1% inspected the figure-first, while the other displayed the text-first which included 86% displayed the text-directed. Although the descriptions that violated the given-new ordering did not affect the accuracy of the test, they did increase reaction time, figure-fixation duration, and the number of saccades from text to figure. The transition paths showed that the participants shifted their fixations to the figure to refer to corresponding elements when they encountered new geometric elements in the text. The descriptions that violated the given-new ordering influenced the reading processes and efficiency. These findings indicate that although the readers spent 40% fixation duration on figure, their reading pattern was text-directed, and the word ordering of description affects integration of geometric text and figure. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Science and Mathematics Education Springer Journals

Eye Movements in Integrating Geometric Text and Figure: Scanpaths and Given-New Effects

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Publisher
Springer Netherlands
Copyright
Copyright © 2017 by Ministry of Science and Technology, Taiwan
Subject
Education; Mathematics Education; Science Education
ISSN
1571-0068
eISSN
1573-1774
D.O.I.
10.1007/s10763-016-9790-2
Publisher site
See Article on Publisher Site

Abstract

This study explored the processes in which adult readers integrate text-figure information when reading geometric descriptions. Because geometry conveys rich spatial information, we investigated the reading scanpaths as text- or figure-directed and the given-new effects. Eye movement data from 65 college student participants showed that approximately 1% inspected the figure-first, while the other displayed the text-first which included 86% displayed the text-directed. Although the descriptions that violated the given-new ordering did not affect the accuracy of the test, they did increase reaction time, figure-fixation duration, and the number of saccades from text to figure. The transition paths showed that the participants shifted their fixations to the figure to refer to corresponding elements when they encountered new geometric elements in the text. The descriptions that violated the given-new ordering influenced the reading processes and efficiency. These findings indicate that although the readers spent 40% fixation duration on figure, their reading pattern was text-directed, and the word ordering of description affects integration of geometric text and figure.

Journal

International Journal of Science and Mathematics EducationSpringer Journals

Published: Jan 9, 2017

References

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