Examining the online reading behavior and performance of fifth-graders: evidence from eye-movement data.

ABSTRACT: Online reading is developing at an increasingly rapid rate, but the debate concerning whether learning is more effective when using hypertexts than when using traditional linear texts is still persistent. In addition, several researchers stated that online reading comprehension always starts with a question, but little empirical evidence has been gathered to investigate this claim. This study used eye-tracking technology and retrospective think aloud technique to examine online reading behaviors of fifth-graders (N = 50). The participants were asked to read four texts on the website. The present study employed a three-way mixed design: 2 (reading ability: high vs. low) × 2 (reading goals: with vs. without) × 2 (text types: hypertext vs. linear text). The dependent variables were eye-moveme

SUBMITTER: Sung YT 

PROVIDER: S-EPMC4446912 | biostudies-literature | 2015

REPOSITORIES: biostudies-literature