Using eye‐tracking technology as an indirect instruction tool to improve text and picture processing and learning

Abstract

Abstract This study used an eye‐movement modelling example ( EMME ) in the school context to corroborate and extend recent findings about the educational potential of eye‐tracking technology for supporting strategic processing and learning from an illustrated text. Sixty‐four seventh graders were randomly assigned to the modelling and non‐modelling conditions to investigate whether (1) those with the opportunity to observe a model's eye movements while reading an illustrated text show greater integrative processing in their own reading and (2) they learn more deeply from text. Findings reveal that the students who observed the model's visual behaviour showed greater integrative processing of text and picture. They made more transitions from one representation to the other and strategically spent longer re‐inspecting the picture while rereading the text and vice versa. These students also outperformed those in the non‐modelling condition for deeper learning as revealed in the transfer of knowledge task. Moreover, students with lower reading comprehension skills benefitted more from observing the model's gaze replay when considering both the acquisition and transfer of knowledge.

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