Webpage reading: Psychophysiological correlates of emotional arousal and regulation predict multiple-text comprehension

This study aimed to investigate psychophysiological responses while reading multiple webpages on a debated topic. We measured heart rate (HR) as an index of emotional arousal and heart rate variability (HRV) as an index of emotional regulation. Forty-seven lower secondary school students in grade 7 read four webpages varying for reliability and position on the topic of the potential health risks associated with the use of mobile phones, while their cardiac activity was registered. Post-reading performance of multiple-text comprehension at intertextual level was measured by an essay, which was coded for sourcing (reference to the source information and connection with its content) and argumentation on the topic. Results showed that the type of webpage did not differentiate HR and HRV while reading. However, HR and HRV predicted comprehension across texts as reflected in argumentation, after controlling for prior knowledge and reading comprehension. Specifically, HR was a negative predictor and HRV a positive predictor; the less the students were emotionally reactive to the content read and the more they were able to self-regulate while reading, the greater their multiple-text comprehension, such as the ability to argue about the debated topic. Theoretical and practical contributions of the study are discussed

Using eye-tracking technology as an indirect instruction tool to improve text and picture processing and learning

This study used an eye-movement modelling example (EMME) in the school context to corroborate and extend recent findings about the educational potential of eye-tracking technology for supporting strategic processing and learning from an illustrated text. Sixty-four seventh graders were randomly assigned to the modelling and non-modelling conditions to investigate whether (1) those with the opportunity to observe a model\u2019s eye movements while reading an illustrated text, show greater integrative processing in their own reading and (2) they learn more deeply from text. Findings reveal that the students who observed the model\u2019s visual behaviour showed greater integrative processing of text and picture. They made more transitions from one representation to the other and strategically spent longer re-inspecting the picture while re-reading the text and vice versa. These students also outperformed those in the non-modelling condition for deeper learning as revealed in the transfer of knowledge task. Moreover, students with lower reading comprehension skills benefitted more from observing the model\u2019s gaze replay when considering both the acquisition and transfer of knowledge