Data_Sheet_1_Reading Instructions Influence Cognitive Processes of Illustrated Text Reading Not Subject Perception: An Eye-Tracking Study.pdf

Scientific illustrations play an important role in scientific texts, however, young readers show limited ability to use illustration information and integrate it with the text in multimedia learning. The primary goal of the present study was to investigate if strategy instructions for illustrated text reading focused on scientific illustration reading and text-illustration integration can help young readers overcome their deficiencies and change their reading processes, learning outcomes, and subjective perceptions of article difficulty and enjoyment, illustration enjoyment, and self-evaluation of learning. Besides, is subjective perception of the article related to reading behavior? Sixty-two fourth-grade students read an illustrated science text while their eye movements were recorded, and then completed a reading test and questionnaire. The instruction group outperformed the control group on the reading test, but subjective perceptions of the article did not differ between groups. Eye-movements analysis showed that the instruction group spent twice as much time reading the illustrations and made more saccades between relevant text and illustration sections than the control group. These findings indicate that strategy instructions for reading illustrated text promoted reading comprehension and changed learning processes, not subjective perceptions. In addition, the result of this study showed that there was no relationship between subjective perception (article difficulty or illustrations enjoyment) of the article and reading time (total reading time on the illustrated science text and on the science illustrations). This study had empirical and practical contributions. Empirically, this study developed the instruction methods in multimedia learning and further examined their effect on learning processes in young readers. Practically, this study can help elementary school teachers understand the processes used by young readers when reading illustrated texts and provide them with evidence-based instructions to teach science reading effectively.

科学插图在科技文本中发挥着重要作用，然而在多媒体学习场景中，青少年读者对插图信息的利用能力以及将插图与文本进行整合的能力均较为有限。本研究的核心目标在于探究：针对图文文本阅读所设计的、聚焦科学插图阅读与图文整合的策略指导，能否帮助青少年读者弥补上述能力短板，并改善其阅读过程、学习成果，以及对文章难度与趣味性、插图趣味性的主观感知，同时优化其学习自我评估表现。此外，本研究还试图探讨读者对文章的主观感知是否与阅读行为存在关联。

本研究招募62名四年级学生作为被试，让其阅读一篇配有插图的科技文本，实验期间记录其眼动（eye-movements）轨迹，随后完成阅读测试与调查问卷。阅读测试结果显示，策略指导组的表现显著优于控制组，但两组被试对文章的主观感知并无显著差异。眼动分析结果表明，指导组阅读插图的时长是控制组的两倍，且在相关文本与插图区域间进行的眼跳（saccades）次数也多于控制组。

上述研究结果表明，针对图文文本阅读的策略指导能够提升阅读理解能力，并改变学习者的学习过程，但未对其主观感知产生显著影响。此外，本研究还发现，读者对文章的主观感知（如文章难度、插图趣味性）与阅读时长（包括科技文本总阅读时长与科学插图总阅读时长）之间不存在显著关联。

本研究兼具实证与实践贡献。实证层面，本研究构建了多媒体学习领域的策略指导方法，并进一步考察了其对青少年读者学习过程的影响；实践层面，本研究可帮助小学教师明晰青少年阅读图文文本时的认知加工过程，并为其提供循证的教学指引，以高效开展科学阅读教学。