The Effect of Visual Cues in E-Books on Pre-K Children's Visual Attention, Word Recognition, and Comprehension: An Eye Tracking Study

Autor/inn/en	Arslan-Ari, Ismahan; Ari, Fatih
Titel	The Effect of Visual Cues in E-Books on Pre-K Children's Visual Attention, Word Recognition, and Comprehension: An Eye Tracking Study
Quelle	In: Journal of Research on Technology in Education, 54 (2022) 5, S.800-814 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arslan-Ari, Ismahan) ORCID (Ari, Fatih)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2021.1938763
Schlagwörter	Preschool Children; Electronic Books; Eye Movements; Visual Aids; Cues; Attention; Visual Stimuli; Word Recognition; Comprehension; Pictorial Stimuli; Written Language; Printed Materials + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Electronic book; Elektronisches Buch; Augenbewegung; Anschauungsmaterial; Stichwort; Aufmerksamkeit; Worterkennung; Verstehen; Verständnis; Fantasieanregung; Geschriebene Sprache
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01