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首页> 外文期刊>Journal of Science Education and Technology >Using Eye Tracking to Investigate Semantic and Spatial Representations of Scientific Diagrams During Text-Diagram Integration
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Using Eye Tracking to Investigate Semantic and Spatial Representations of Scientific Diagrams During Text-Diagram Integration

机译：在文本-图表集成期间使用眼动追踪调查科学图的语义和空间表示

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摘要

We investigated strategies used by readers when reading a science article with a diagram and assessed whether semantic and spatial representations were constructed while reading the diagram. Seventy-one undergraduate participants read a scientific article while tracking their eye movements and then completed a reading comprehension test. Our results showed that the text-diagram referencing strategy was commonly used. However, some readers adopted other reading strategies, such as reading the diagram or text first. We found all readers who had referred to the diagram spent roughly the same amount of time reading and performed equally well. However, some participants who ignored the diagram performed more poorly on questions that tested understanding of basic facts. This result indicates that dual coding theory may be a possible theory to explain the phenomenon. Eye movement patterns indicated that at least some readers had extracted semantic information of the scientific terms when first looking at the diagram. Readers who read the scientific terms on the diagram first tended to spend less time looking at the same terms in the text, which they read after. Besides, presented clear diagrams can help readers process both semantic and spatial information, thereby facilitating an overall understanding of the article. In addition, although text-first and diagram-first readers spent similar total reading time on the text and diagram parts of the article, respectively, text-first readers had significantly less number of saccades of text and diagram than diagram-first readers. This result might be explained as text-directed reading.
机译：我们研究了读者在阅读带有图表的科学文章时使用的策略，并评估了在阅读图表时是否构造了语义和空间表示形式。七十一名本科生在跟踪他们的眼睛运动的同时阅读了一篇科学文章，然后完成了阅读理解测试。我们的结果表明，通常使用文本图表引用策略。但是，有些读者采用了其他阅读策略，例如先阅读图表或文本。我们发现所有参考该图的读者花费大致相同的时间阅读，并且表现同样出色。但是，一些忽略图表的参与者在测试了对基本事实的理解测试的问题上表现较差。该结果表明双重编码理论可能是解释该现象的可能理论。眼动模式表明，至少有些读者在初次查看图表时已提取了科学术语的语义信息。首先阅读图表上科学术语的读者往往会花更少的时间来查看文本中的相同术语，然后再阅读。此外，清晰的图表可以帮助读者处理语义和空间信息，从而有助于对文章的全面理解。此外，尽管“文本优先”和“图表优先”阅读器分别在文章的文本和图表部分上花费了相似的总阅读时间，但“文本优先”阅读器比“图表优先”阅读器少了许多文字和图表。该结果可以解释为文本导向的阅读。

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