Multitext, Multimodal Comprehension With Biology Students: An Eye Tracking Study and Replication

• In Event: AERA Poster Session 9
  In Poster Session: Supporting Learning Through Fundamental Cognitive Processes

Abstract

Our study focused on the intersection of Multi-Text learning and Multi-Modal (i.e., multimedia) learning. We explored the type of learning strategies students engage in when reading from multi-text illustrated biology material, and how those strategies relate to post-reading performance. Both sets of eye tracking data (within- and between-text switches) and integrative strategies in think-alouds were significantly related to post-reading recall. Results suggest the benefit of exploring this now-common reading phenomenon, and gathering during-learning inter- and intra- textual strategy data.

Authors

• Jennifer G. Cromley, University of Illinois at Urbana-Champaign

• Andrea J. Kunze, University of Illinois at Urbana-Champaign

• Aygul N Dane, University of Illinois at Urbana-Champaign

• Yang Rui, University of Illinois at Urbana-Champaign