Attention Versus Learning of Online Content: Preliminary Findings from an Eye-Tracking Study

Ronald A. Yaros (University of Maryland, USA) and Anne E. Cook (University of Utah, USA)

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DOI: 10.4018/ijcbpl.2011100104

Source title: International Journal of Cyber Behavior, Psychology and Learning (IJCBPL)

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MLA

Yaros, Ronald A. and Anne E. Cook. "Attention Versus Learning of Online Content: Preliminary Findings from an Eye-Tracking Study." IJCBPL 1.4 (2011): 49-69. Web. 20 May. 2013. doi:10.4018/ijcbpl.2011100104

APA

Yaros, R. A., & Cook, A. E. (2011). Attention Versus Learning of Online Content: Preliminary Findings from an Eye-Tracking Study. International Journal of Cyber Behavior, Psychology and Learning (IJCBPL), 1(4), 49-69. doi:10.4018/ijcbpl.2011100104

Chicago

Yaros, Ronald A. and Anne E. Cook. "Attention Versus Learning of Online Content: Preliminary Findings from an Eye-Tracking Study," International Journal of Cyber Behavior, Psychology and Learning (IJCBPL) 1 (2011): 4, accessed (May 20, 2013), doi:10.4018/ijcbpl.2011100104

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Abstract

Previous eye tracking studies have consistently associated increased eye fixations with comprehension difficulty. However, little research has probed this relationship in more complex news stories online. This exploratory within-subject experiment exposed participants (N = 20) to different text and graphic structures in health news stories. Results suggest enhanced learning, shorter viewing time, and fewer eye fixations for a linear text structure as compared to an “inverted pyramid” text commonly used in news. Graphics interacted with text, facilitating performance in the linear conditions but inhibiting them in the inverted pyramid structure. Graphics tended to also increase viewing time and eye fixations on text only and text combined with graphics for both structure conditions. Results discuss the importance of text structure in complex news and how the data are not entirely consistent with the assumption that explanatory graphics increase understanding.

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