Using eye-tracking techniques to explore the learning process and achievement in reading Spanish vocabulary e-books

• Main Authors: Tse-wen Pan, 潘則文
• Other Authors: Meng-Jung Tsai
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/70107962412686446956

碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 103 === This study aimed to explore the visual behaviors and the effects of native language cuing and graphic designs on learning Spanish vocabularies via E-book reading. A repeated measure experimental design of 20 participants was used in this study. Four types of representations (with or without Chinese cuing v.s. static or dynamic graphic) were randomly assigned to 20 Spanish vocabularies for each participant and all participants read the vocabularies in a random order. An eye-tracking system (ASL Mobile Eye) was used to track and record each participant’s eye fixations while reading the e-book. A comprehension test was examined as an immediate posttest and a delayed posttest. Repeated 2x2 ANOVAs with post-hoc comparisons, one-way ANOVAs, paired t-tests, Pearson’s correlation analyses and regression analyses were used for data analyses. The results revealed that dynamic graphics had a significant better impact on learners’ immediate posttest scores. In reading the vocabularies represented by dynamic graphics with Chinese cuing, it was found that the learners’ average fixation duration on the dynamic graphic area significantly and positively predicted their learning performance. Meanwhile, when reading the vocabularies with Chinese cuing, the learners who paid more visual attention on Spanish texts and had more inter-scanning counts between Spanish and Chinese texts tended to have lower posttest scores. It was interesting to find that the learners had significantly lower scores on the vocabularies with Chinese cuing and static graphics, however, this was reported by the learners as the easiest type of e-book designs to learn. In conclusion, the results suggested that the constructions of the Spanish vocabularies in long-term memory may have been interfered with the Chinese cuing provided in the E-book. And the dynamic graphic seems to be better than the static graphic for learning second foreign language via E-book reading. Future studies could further explore the possible influence of types of vocabularies to provide more insights and suggestions for language instructors, language E-book designers and researchers.