Effects of interruption on eye movements and comprehension during reading on digital devices |
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| Institution: | 1. LEAD - CNRS UMR5022, Université Bourgogne Franche-Comté, Dijon, France;2. CHART/LUTIN University of Paris 8 Paris, France;1. Ben-Gurion University of the Negev, Israel;2. Pontifical Catholic University of Peru, Peru;1. Department of Learning Disabilities, Faculty of Education, University of Haifa, Haifa, Israel;2. Edmond. J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel;3. Department of Occupational Therapy, Faculty of Health Sciences, Ariel University, Ariel, Israel;4. Sagol Department of Neurobiology, Brain–Behavior Research Center, University of Haifa, Haifa, Israel;1. Education and Human Development, DIPF | Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany;2. Institute of Psychology, Goethe University Frankfurt, Frankfurt am Main, Germany;1. Département de Psychoéducation, Université de Sherbrooke, 2500 Boulevard de l''Université, Sherbrooke, QC, J1K 2R1, Canada;2. Department of Human Sciences, The Ohio State University, 151C Campbell Hall, 1787 Neil Avenue Columbus, OH, 43210, USA;3. Département d''enseignement au préscolaire et primaire, Université de Sherbrooke, 2500 Boulevard de l''Université, Sherbrooke, QC, J1K 2R1, Canada;4. Department of childhood education, University of Johannesburg, Johannesburg, South Africa;1. KU Leuven, Faculty of Psychology and Educational Sciences, Centre for Educational Effectiveness and Evaluation, Dekenstraat 2, box 3773, 3000, Leuven, Belgium;2. KU Leuven Kulak, Faculty of Arts, Functional and Cognitive, Linguistics, Belgium;3. KU Leuven, Faculty of Psychology and Educational Sciences, Centre for Educational Effectiveness and Evaluation, Belgium |
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| Abstract: | The growing use of digital devices brings about interruptions during reading. The aim of the present study is to observe the consequences of an interruption on reading behavior and text comprehension when the information that is evaluated is the information that is being read at the time the interruption occurs. Eye movements (mean number of fixations, regressive fixations and mean fixation duration) were recorded while reading four long texts. Reading was interrupted by an arithmetic verification task either in the middle of a paragraph (intra-paragraph condition) or between two successive paragraphs (inter-paragraph condition). The analysis of the eye movements showed more rereading behaviors when an interruption occurred. The participants who understood the text best were also those who reread the most. The comprehension performances were not affected by the interruption, irrespective of its position (inter- or intra-paragraph). This preservation of performance is discussed in relation to LTWM theory. |
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| Keywords: | Reading Comprehension Disruption Eye-tracking |
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