NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1011848
Record Type: Journal
Publication Date: 2013
Pages: 29
Abstractor: As Provided
Reference Count: 85
ISSN: ISSN-0022-0973
An Eye-Tracking Study of Learning from Science Text with Concrete and Abstract Illustrations
Mason, Lucia; Pluchino, Patrik; Tornatora, Maria Caterina; Ariasi, Nicola
Journal of Experimental Education, v81 n3 p356-384 2013
This study investigated the online process of reading and the offline learning from an illustrated science text. The authors examined the effects of using a concrete or abstract picture to illustrate a text and adopted eye-tracking methodology to trace text and picture processing. They randomly assigned 59 eleventh-grade students to 3 reading conditions: (a) text only; (b) text with a concrete illustration; and (c) text with an abstract illustration in a pretest, immediate, and delayed posttest design. Results showed that the text illustrated by either the concrete or the abstract picture led to better learning than did the text alone. Eye-fixation data revealed that the abstract illustration promoted more efficient processing of the text. Analyses of the gaze shifts between the 2 types of external representation indicated that the readers of the text with the abstract illustration made a greater effort to integrate verbal and pictorial information. Furthermore, relations between online and offline measures emerged. (Contains 1 note, 2 figures, and 5 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 11; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Italy
Identifiers - Assessments and Surveys: Vandenberg Mental Rotations Test