An Eye-Tracking Study of Learning From Science Text With Concrete and Abstract Illustrations

被引:116
作者
Mason, Lucia [1 ]
Pluchino, Patrik [1 ]
Tornatora, Maria Caterina [2 ]
Ariasi, Nicola [2 ]
机构
[1] Univ Padua, Dept Dev Psychol & Socializat, I-35131 Padua, Italy
[2] Univ Padua, I-35131 Padua, Italy
关键词
eye movements; instructional pictures; learning from text; text comprehension; text processing; WORKING-MEMORY; INDIVIDUAL-DIFFERENCES; MENTAL ROTATIONS; EXPOSITORY TEXT; COMPREHENSION; MOVEMENTS; COHERENCE; KNOWLEDGE; MODEL; REPRESENTATIONS;
D O I
10.1080/00220973.2012.727885
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
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.
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页码:356 / 384
页数:29
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