Abstract

This study explored how pre-K children process an e-book with narration through eye movements, and also the effects of visual cues on preschoolers’ visual attention to text, word recognition, and comprehension. Data were collected from eight children attending a university-associated daycare center. Eye tracker was used to record the participants’ eye movements while interacting with the e-book. Although the participants understood the story, only two of them showed an increase in the word recognition test. The obtained eye movement data demonstrated that the children focused more on the pictures (82.31%) than on the text (15.56%), which is a result that is higher than found in previous studies (e.g., Evans & Saint-Aubin, 2005; Justice et al., 2005; Takacs & Bus, 2018). Overall, 51.71% of their fixations on text matched with the visual cues synchronized with the narration. This study was limited to a single reading session of a short storybook, and employed a small sample size.

摘要

本研究探讨了学龄前儿童如何通过眼球运动处理带有旁白的电子书，以及视觉线索对学龄前儿童对文本的视觉注意力、单词识别和理解的影响。数据是从参加大学相关日托中心的八名儿童那里收集的。眼动仪用于记录参与者在与电子书互动时的眼球运动。尽管参与者理解了这个故事，但只有两人在单词识别测试中表现出增长。获得的眼动数据表明，儿童对图片（82.31%）的关注度高于文本（15.56%），这一结果高于以往的研究（eg, Evans & Saint-Aubin, 2005; Justice 等人，2005 年；Takacs 和 Bus，2018 年）。总的来说，51。他们对文本的注视中有 71% 与与叙述同步的视觉线索相匹配。这项研究仅限于短篇故事书的单次阅读，并且样本量很小。