Study on eye tracking technique

Reading and Writing

The inclusion of technology in schools, coupled with the importance of promoting reading for students with difficulties in particular, has increased the need for investigating processes that support reading and reading comprehension. The present study therefore focuses on the characteristics of reading from an educational digital book containing an expository text and illustrations, conducted by means of an eye tracking methodology enabling online reflection of the reading process. The effect on reading a highlighted text with illustrations was compared to that of reading a static text with illustrations. Participants included 30 poor readers and 31 typical readers aged 8-10.9, randomly assigned to two groups according to reading mode: An experimental group that read a highlighted text with an illustration and a control group that read a static text with an illustration. The findings indicate that among poor readers, the highlighted text in the digital book evoked greater visual focusing on the text and more transitions between the text and the illustration. The findings of the study contribute to our knowledge on multimedia learning and the process of reading among poor and typical readers while reading highlighted text with illustrations.

Informatik-Spektrum, 2009

Bulletin of Electrical Engineering and Informatics

Interest in using ebooks by the academic community is very high. Still, there is a problem when readers are reading through screens, tend to read fast, only scan the necessary parts, and don't focus on paying attention to the content they read, so this reduces the quality of reading because readers don't study the overall meaning of the sentence. Hence, this research aims to build an interactive reader system by integrating eye tracker technology with a webcam which is expected to solve the problem of decreasing the quality of reading through the screen by helping readers stay focused on their reading and providing an interactive system that makes it easier for readers to control the computer while reading. This research adopts the waterfall method and is divided into six stages. The system is designed using class diagrams, use case diagrams, and activity diagrams. Also, the system is built using the Python language with the Django framework. Then, the interactive reader system was tested using black box testing and usability testing methods. Based on the test results, it is shown that the interactive reader system that was built can help improve the quality and concentration when reading activities take place.

Scandinavian Journal of Optometry and Visual Science, 2018

This study investigated the use of eye-tracking glasses to monitor visual behaviour when reading from electronic devices and paper in free-viewing conditions. The Tobii-Pro-Glasses were used to monitor 20 subjects with normal vision during reading tasks. Reading was performed in a smartphone, computer, paper and tablet. Texts from the IReST-test were read in devices in a random order. Participants read one text in each device and then repeated the same task 1 hour later; in total each participant read eight different texts. The sequence for the devices was randomized. We found differences between devices for saccade amplitude, fixation duration, convergence distance and pupil size. Reading speed between computer and tablet was slightly different (8 words-per-minute) and pupil size reduced up to 20% in electronic devices compared to print. Behavioural changes observed whilst reading from different devices may reflect an attempt from readers to optimize performance. The need to mainta...

Proceedings of the 28th of the international conference extended abstracts on Human factors in computing systems - CHI EA '10, 2010

We report on an exploratory study analyzing preferred reading regions on a monitor using eye tracking. We show that users have individually preferred reading regions, varying in location on the screen and in size. Furthermore, we explore how scrolling interactions and mouse movements are correlated with position and size of the individually preferred reading regions.

Journal of Educational Computing Research, 2018

During the last decade several studies have proposed and tested different instructional methods for teaching digital reading strategies to young students. In this study, we have tested the effectiveness of a program combining eye-movements modeling examples (EMME) and contrasting cases to instruct ninth grade students how to plan, evaluate and monitor their digital reading. EMMEs are videos that display a dot representing the eye-movements of a model and an oral transcription of her thoughts while answering a specific question in a hypertext. Students in the EMME condition obtain higher comprehension scores in a post-test performed one week after the instruction, as compared to a control group that have received a control instruction using written case examples. Students working with EMMEs also spend more time reading the main digital document, but they don’t differ in terms of visits and time to relevant and irrelevant pages. Our study suggests that EMMEs can be used to foster literacy strategy instruction.

Journal of Eye Movement Research, 2020

At the threshold of the digital era, Zuzana Licko was of the opinion that familiar letterforms owe legibility to centuries-long exposure and that all new, prototypically unmatching forms would be equally legible if used as frequently. This paper examined the legibility in the context of familiarity – is it affected by the time of exposure to a particular typeface or a typeface’s universal structure. We ran repeated measures tests with exposure period in-between. The experiment was conducted using for this purpose designed typefaces as stimuli, and the eye-tracking on-screen reading technology. The results confirmed that one’s familiarity with a typeface influences one’s reading speed. The universal letter structure, recognised by Frutiger as the prototype skeleton, is the constant that a priori provides legibility. On the other hand, the period of exposure to uncommon letterforms also has a positive impact on legibility. Therefore, considering that the period of familiarity with the humanist letterforms has been continuous since their establishment, the maxim from the dawn of the digital era can be regarded as valid.

Behavior Research Methods, 2018

The recent growth in low-cost eye-tracking systems makes it feasible to incorporate real-time measurement and analysis of eye position data into activities such as learning to read. It also enables field studies of reading behavior in the classroom and other learning environments. We present a study of the data quality provided by two remote eye trackers, one being a low-sampling-rate, low-cost system. Then we present two algorithms for mapping fixations derived from the data to the words being read. One is for immediate (or real-time) mapping of fixations to words and the other for deferred (or post hoc) mapping. Following this, an evaluation study is reported. Both studies were carried out in the classroom of a Finnish elementary school with students who were second graders. This study shows very high success rates in automatically mapping fixations to the lines of text being read when the mapping is deferred. The success rates for immediate mapping are comparable with those obtained in earlier studies, although here the data is collected some 10 min after initial calibration of low-sample (30 Hz) remote eye trackers, rather than a laboratory setting using high-sampling-rate trackers. The results provide a solid basis for developing systems for use in classrooms and other learning environments that can provide immediate automatic support with reading, and share data between a group of learners and the teacher of that group. This makes possible new approaches to the learning of reading and comprehension skills.

The present study aimed to analyze and compare the eye movements of beginning (2 nd grade) and more skilled (4 th grade) readers, during reading words and pseudo-words aloud, that differ in frequency (just for words), regularity and length. In this way, one intends to analyze the process of visual information extraction, by both groups, and detect experience and practice-related changes in the ocular behavior. The eye movements of 34 children were monitored, while these were reading words/pseudo-words lists, and this was accomplished using eye-tracking technology. The results show statistically significant differences between the two groups, in mean and total fixations duration for high-frequency words, in mean fixation duration for regular words and in the mean saccade amplitude in irregular pseudo-words. However, no significant differences were found between the groups on the study of the other variables. Nevertheless, the results suggest that skilled readers tend to show more eff...

Journal of Experimental Psychology: General, 1982

Just, Carpenter, and Woolley propose that measures of single-word processing times, such as gaze durations during normal reading or durations of readercontrolled exposures, can be used both for developing theories of comprehension and for determining the course of new reading technologies. We argue that better understanding of comprehension processes does not necessarily follow from observed correlations between text variables and eye-fixation parameters. Further, recent rapid serial visual presentation (RSVP) research suggests that eye fixation data obtained from studies of normal reading might have little practical value in optimizing the readability of RSVP displays and other means of text presentation.