Effects of Picture Labeling on Science Text Processing and Learning: Evidence From Eye Movements

Abstract

This study investigated the effects of reading a science text illustrated by either a labeled or unlabeled picture. Both the online process of reading the text and the offline conceptual learning from the text were examined. Eye‐tracking methodology was used to trace text and picture processing through indexes of first‐ and second‐pass reading or inspection. Fifty‐six sixth graders were randomly assigned to one of three reading conditions (text with a labeled illustration, text with an unlabeled illustration, or text only) in a pretest, immediate posttest, 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 from 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. In addition, relations emerged between the indexes 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.

Reading information about a scientific phenomenon on webpages varying for reliability: an eye-movement analysis

“…This outcome can be interpreted with reference to research on students' processing of verbal and pictorial information in multimedia learning. Although instructional pictures may not be well attended by students (Hannus & Hyönä 1999;Mason et al 2013a), the latter believe that visualizations are more easily processed than texts to get a rough idea of the information conveyed (Schroeder et al 2011). No differences in processing emerged for the titles of the webpages either, which were fixated for a substantially similar amount of time.…”

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

“…They also spent more time rereading the latter when re‐inspecting the graphical segments. Integrative processing during the second‐pass reading indicates more strategic, purposeful and effective reading (Mason, Pluchino & Tornatora, ; Mason, Tornatora & Pluchino, ). This outcome corroborates the findings of the only previous study that has examined the effectiveness of eye‐tracking technology in the school context for modelling text and picture integration (Mason et al , ).…”

“…It provides unique information concerning perceptual and cognitive processes that underlie learning performances (van Gog & Scheiter, ). Recently, this technology has attracted interest in educational research on multimedia learning (Eitel, Scheitel, Schüler, Nyström & Holmqvist, ; Mason, Pluchino & Tornatora, ; Mason, Tornatora & Pluchino, ).…”

Reliability and Validity of Eye Movement Measures of Children's Reading

“…In recent applied studies, researchers have used ET to investigate differences in the reading behaviors of individuals at different stages of reading acquisition, scrutinize relations among component reading skills, examine reading behavior during assessment tasks, and identify instructional/intervention effects with precision (Ashby, Dix, Bontrager, Dey, & Archer, ; Foster, Ardoin, & Binder, ; Joseph, Nation, & Liversedge, ; Valle, Binder, Walsh, Nemier, & Bangs, ; Vorstius, Radach, Mayer, & Lonigan, ). Because of the highly detailed records that it produces, ET has also allowed contemporary reading researchers to scrutinize a multitude of concurrent behaviors and processes underlying reading comprehension (e.g., text and picture integration; Mason, Pluchino, & Tornatora, ). According to eye movement (EM) researchers, such studies have the potential not only to clarify the developmental trajectories of and relations among reading skills but also to inform instructional targets, assessment strategies, and intervention practices (Miller & O'Donnell, ; Rayner et al., ).…”