The effect of visual cues in e-books on pre-K children’s visual attention, word recognition, and comprehension: An eye tracking study

Abstract

This study explored how pre-K children process an e-book with narration through eye movements, and also the effects of visual cues on preschoolers’ visual attention to text, word recognition, and comprehension. Data were collected from eight children attending a university-associated daycare center. Eye tracker was used to record the participants’ eye movements while interacting with the e-book. Although the participants understood the story, only two of them showed an increase in the word recognition test. The obtained eye movement data demonstrated that the children focused more on the pictures (82.31%) than on the text (15.56%), which is a result that is higher than found in previous studies (e.g., Evans & Saint-Aubin, 2005; Justice et al., 2005; Takacs & Bus, 2018). Overall, 51.71% of their fixations on text matched with the visual cues synchronized with the narration. This study was limited to a single reading session of a short storybook, and employed a small sample size.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 21 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.