Internet source evaluation: The role of implicit associations and psychophysiological self-regulation

This study focused on middle school students\u2019 source evaluation skills as a key component of digital literacy. Specifically, it examined the role of two unexplored individual factors that may affect the evaluation of sources providing information about the controversial topic of the health risks associated with the use of mobile phones. The factors were the implicit association of mobile phone with health or no health, and psychophysiological self-regulation as reflected in basal Heart Rate Variability (HRV). Seventy-two seventh graders read six webpages that provided contrasting information on the unsettled topic of the potential health risks related to the use of mobile phones. Then they were asked to rank-order the six websites along the dimension of reliability (source evaluation). Findings revealed that students were able to discriminate between the most and least reliable websites, justifying their ranking in light of different criteria. However, overall, they were little accurate in rank-ordering all six Internet sources. Both implicit associations and HRV correlated with source evaluation. The interaction between the two individual variables was a significant predictor of participants\u2019 performance in rank-ordering the websites for reliability. A slope analysis revealed that when students had an average psychophysiological self-regulation, the stronger their association of the mobile phone with health, the better their performance on source evaluation. Theoretical and educational significances of the study are discussed

Integrative Processing of Verbal and Graphical Information During Re-reading Predicts Learning from Illustrated Text: An Eye-Movement Study

Printed or digital textbooks contain texts accompanied by various kinds of visualisation. Successful comprehension of these materials requires integrating verbal and graphical information. This study investigates the time course of processing an illustrated text through eye-tracking methodology in the school context. The aims were to identify patterns of first- and second-pass reading and to examine whether the integrative processing of text and picture during the less automatic and more purposeful second-pass reading predicts learning, after controlling for reading comprehension, prior knowledge, and self-concept. Forty-three 7th graders read an illustrated science text while their eye-movements were recorded. A cluster analysis revealed two processing patterns during the first-pass reading, which differed for the time spent on the main concepts in the text and picture. During re-reading, two patterns of stronger and weaker integrative processing emerged. Integration of verbal and graphical information was revealed by the frequency of second-pass transitions from text to picture and from picture to text, and the duration of picture re-inspecting while re-reading text information (look-from text to picture) and re-reading text information while re-inspecting the visualised information (look-from picture to text). A series of hierarchical regression analyses indicated that only the patterns of integrative processing during the second-pass reading uniquely predict verbal and graphical recalls, and the transfer of knowledge. The study provides evidence that the delayed processing which integrates text and graphics contributes to text retention and the application of newly learned knowledge, over and above individual characteristics. The educational significance is outlined

Analogical Encoding with and without Instructions for Case Comparison of Scientific Phenomena

The study aimed to extend current research on conditions that better support analogical encoding through mutual alignment. We focused on two variables that have not been examined independently in previous studies: the joint presentations of two cases of a scientific phenomenon and the explicit instructions for comparison. One hundred and sixty-five 5th graders and one hundred and sixty-eight 7th graders were presented with two pairs of scenarios, one about heat flow and the other about the state change of matter. Participants were randomly assigned to three conditions: sequential presentation of scenarios, joint presentation of scenarios, and joint presentation of scenarios with explicit instructions to compare analogically. Results show that for both pairs of scenarios, analogical encoding was promoted more in the condition of joint presentation of scenarios with instructions for comparison. In addition, 7th graders benefited more from this condition than 5th graders

DISEGNARE PER COMPRENDERE MEGLIO L\u2019ANIMAZIONE DI UN FENOMENO SCIENTIFICO

Due domande hanno guidato lo studio: 1) il disegno autoprodotto favorisce una migliore comprensione immediata e differita dell\u2019animazione di un fenomeno scientifico rispetto al disegno copiato e all\u2019assenza di attivit\ue0 grafica? 2) La comprensione dell\u2019animazione \ue8 legata alla qualit\ue0 del disegno autoprodotto (controllando preconoscenza e rendimento in scienze)? E\u2019 stata ipotizzata 1) una migliore comprensione dell\u2019animazione in chi produce i propri disegni rispetto a chi riproduce disegni dati e chi non ha disegnato; 2) una relazione positiva tra qualit\ue0 del disegno e qualit\ue0 della comprensione

Effects of picture labeling on illustrated science text processing and learning: Evidence from eye movements

This study investigated the effects of reading a science text illustrated by either a labeled or an unlabeled picture. Both the online process of reading the text and offline conceptual learning from the text were examined. Eye-tracking methodology was used to trace text and picture processing through indices of first and second-pass reading or inspection. Fifty-six 6th graders were randomly assigned to three reading conditions: Text with a labeled illustration, text with an unlabeled illustration, and text only, in a pretest, immediate, and delayed posttest design. Results showed no differences for factual knowledge as a function of reading condition. However, for the transfer of knowledge at both posttests, readers of the text with the labeled illustration outperformed readers in the other two conditions, who did not differentiate each other. Eye-fixation data showed that the labeled illustration promoted more integrative processing of the learning material, as revealed by the time spent refixating text segments while reinspecting the illustration (look-from illustration to text). In addition, relations emerged between the indices of integration of text and picture during online processing and the offline measures of factual knowledge and transfer of knowledge. Overall, in accordance with the theoretical assumptions of the multimedia principle, the study underlines the crucial role of integrative processing of words and graphics to sustain learning from illustrated text. Moreover, the study indicates that this integrative processing can be effectively supported by appropriate visual signaling

Do fourth graders integrate text and picture in processing and learning from an illustrated science text? Evidence from Eye-Movement Patterns

This study used eye-tracking methodology in the school setting to examine fourth graders\u2019 online processing of text and graphics while reading an illustrated science text. We were interested in identifying patterns of visual behavior, which was examined considering individual differences in reading comprehension, prior knowledge, and spatial ability. We also investigated the outcomes of learning from text by measuring free recall, factual knowledge, and transfer of knowledge. For an important advancement of research in this area, the link between processing and learning was also examined. Forty-nine 4th graders participated in a pretest, immediate, and delayed posttest design. Results of a cluster analysis using indices of first- and second-pass eye-fixation, as well as integrative saccades revealed three patterns of visual behavior varying for the level of integration of text and picture. Significant associations between eye-tracking data and reading comprehension and prior knowledge emerged. Moreover, the three patterns of visual behavior were significantly related to students\u2019 performances in the various learning tasks at both testing times. The greater integrative processing of the illustrated text was associated with higher learning performances. The significance of the study for educational implications is outlined

Examining the Effects of Picture Labeling on Science Text Processing and Learning: An Eye-Fixation Analysis

This study examined whether (1) reading a science text with a labeled picture is more effective than reading a text with an unlabeled picture and a non-illustrated text; (2) the text with the labeled picture induces different cognitive processing, as revealed by eye movements; (3) online cognitive processing is related to offline learning. Fifty-nine sixth graders were randomly assigned to a reading condition in a pre, immediate, and delayed posttest design. Findings reveal the superiority of the text with the labeled picture in the transfer task. Eye-movement analyses show that readers in this condition integrate more verbal and pictorial information, as revealed by the fine-grained index of look-from fixation time. Finally, look-from fixation time during online processing predicted offline transfer

Learning to Integrate Text and Picture in Processing Illustrated Science Texts through Eye-Movement Modeling

This study used eye movement modeling examples (EMME) to extend current research on processing and learning from illustrated science text. Seventy-three seventh graders were randomly assigned to the modeling and non-modeling conditions to investigate whether (1) those with the opportunity to observe a model’s eye movements while reading an illustrated text, show greater integrative processing in their own reading and (2) learn more from text. Findings reveal that the students who observed the model’s visual behavior showed greater integrative processing of text and picture. They made more transitions from one representation to the other and strategically spent longer reinspecting the picture while rereading the text. These students also outperformed those in the control condition in the transfer of knowledge task

Eye-Movement Modeling of Integrative Reading of an Illustrated Text: Effects on Processing and Learning

Integrative processing of verbal and graphical information is crucial when students read an illustrated text to learn from it. This study examines the potential of a novel approach to support the processing of text and graphics. We used eye movement modeling example (EMME) in the school context to model students\u2019 integrative processes of verbal and pictorial information by replaying a model\u2019s gazes while reading an illustrated text on a topic different from that of the learning episode. Forty-two 7th graders were randomly assigned to an experimental (EMME) or a control condition (No-EMME) and were asked to read an illustrated science text about the food chain. Online measures of text processing and offline measures of reading outcomes were used. Eye-movement indices indicated that students in the EMME condition showed more integrative processing than students in the No-EMME condition. They also performed better than the latter in the verbal and graphical recall, and in the transfer task. Finally, the relationship between the duration of reprocessing the graphical segments while rereading the correspondent verbal segments and transfer performance was stronger in the EMME condition, after controlling for the individual differences of prior knowledge, reading comprehension, and achievement in science. Overall, the findings suggest the potential of eye-tracking methodology as an instruction tool

Integrazione di informazioni verbali e grafiche nell\u2019elaborazione e comprensione concettuale di un testo scientifico illustrato: Evidenze dai pattern dei movimenti oculari

L\u2019obiettivo di questo studio \ue8 di esaminare se sia l\u2019integrazione di informazioni verbali e grafiche, che pu\uf2 emergere da un\u2019analisi dei pattern di comportamento oculare, ad essere associata ad una migliore comprensione concettuale del testo