scholarly journals Online Learners’ Reading Ability Detection Based on Eye-Tracking Sensors

Sensors ◽  
2016 ◽  
Vol 16 (9) ◽  
pp. 1457 ◽  
Author(s):  
Zehui Zhan ◽  
Lei Zhang ◽  
Hu Mei ◽  
Patrick Fong
Keyword(s):  
Eye Tracking ◽  
Reading Ability ◽  
Online Learners

Detecting Online Learners' Reading Ability via Eye-Tracking

2018 ◽  
pp. 163-185
Author(s):  
Samiullah Paracha ◽  
Ayaka Inuoue ◽  
Sania Jehanzeb
Keyword(s):  
Eye Tracking ◽  
Learning Environments ◽  
Reading Ability ◽  
Short Term Memory ◽  
Reading Performance ◽  
Accurate Assessment ◽  
Online Learners ◽  
Motivation To Read ◽  
Tracking Method ◽  
Instructional Goal

Nurturing the motivation to read is an important instructional goal. There can be a number of reasons for a learner to have problems with reading in online learning environments: (1) eyes being unable to scan easily along a line of print; or (2) as a result of concentrating on controlling the eyes concentration, the short-term memory become impaired. The study reported in this chapter used eye tracking method to provide a useful experimental design for exploring reading performance of university online learners. Different eye-tracking experiments were carried out to help informing the teachers to improve the learning environment and be able to do more accurate assessment about what the students were attending to on the screen.

Learners’ attention preferences of information in online learning

2019 ◽  
Vol 16 (3) ◽  
pp. 186-203 ◽  
Author(s):  
Su Mu ◽  
Meng Cui ◽  
Xiao Jin Wang ◽  
Jin Xiu Qiao ◽  
Dong Mei Tang
Keyword(s):  
Online Learning ◽  
Eye Tracking ◽  
Learning Style ◽  
Learning Process ◽  
Online Learners ◽  
Content Type ◽  
Learning Content ◽  
Eye Movement Tracking ◽  
Movement Tracking ◽  
Tracking Technology

Purpose This study aims to use eye-tracking technology to conduct an empirical study about online learning process analysis, thus aiming to understand the attentional preferences and learning paths in online learners. Design/methodology/approach With eye movement tracking and data analysing technology, the Tobii X120 eye-tracking instrument, Tobii studio and online learning platform are used to record and visualise data of eye moving and learning steps during the real task-based online learning processes of 14 online learners. According to Barbara A. Soloman’s learning style classification framework, these learners’ learning style was presented in four dimensions. Based on data of eye moving, leaning style and operation in online course, the correlation about learners’ preferences of learning content, online learning paths and learning style were analysed based on according data. Findings The paper provides empirical insights about how change is brought about during online learning. It is found that there is no significant difference in attention preference between the students with the difference on the learning style of visual-verbal, although each person has a different attention preference on the learning content. Research limitations/implications The limitation of this study is that only one common type of video learning process is studied. The learning process of various types of instructional videos in online learning will be done in future research. Practical implications In this study, eye-movement tracking technology is used to understand students’ learning path and learning preference in the online learning process, which is helpful to optimise the online learning process and improve the efficiency of online learning. Social implications This research findings have been approved by relevant experts and have won the first prize in the school-level competition of South China Normal University in China. Originality/value In this study, the technology of psychology (eye-tracking technology) is introduced into the study of real task-based online learning process in the subject of educational technology, realising the integration of multi-disciplinary research techniques and methods.

scholarly journals Understanding the use of eye-tracking recordings to measure and classify reading ability in elementary children school

2020 ◽  
pp. 69-74
Author(s):  
Karim Fayed ◽  
Birgit Franken ◽  
Kay Berkling
Keyword(s):  
Eye Tracking ◽  
Skill Acquisition ◽  
Reading Ability ◽  
Reading Speed ◽  
After School ◽  
Tracking Data ◽  
Eye Tracker ◽  
L2 Acquisition ◽  
Set Up ◽  
Eu Project

The iRead EU Project has released literacy games for Spanish, German, Greek, and English for L1 and L2 acquisition. In order to understand the impact of these games on reading skills for L1 German pupils, the authors employed an eye-tracking recording of pupils’ readings on a weekly basis as part of an after-school reading club. This work seeks to first understand how to interpret the eye-tracker data for such a study. Five pupils participated in the project and read short texts over the course of five weeks. The resulting data set was extensive enough to perform preliminary analysis on how to use the eye-tracking data to provide information on skill acquisition looking at pupils’ reading accuracy and speed. Given our set-up, we can show that the eye-tracker is accurate enough to measure relative reading speed between long and short vowels for selected 2-syllable words. As a result, eye-tracking data can visualize three different types of beginning readers: memorizers, pattern learners, and those with reading problems.

scholarly journals Neurophysiological, Oculomotor, and Computational Modeling of Impaired Reading Ability in Schizophrenia

2020 ◽  
Author(s):  
Elisa C Dias ◽  
Heather Sheridan ◽  
Antígona Martínez ◽  
Pejman Sehatpour ◽  
Gail Silipo ◽  
...  
Keyword(s):  
Eye Tracking ◽  
Computational Modeling ◽  
Oral Reading ◽  
Reading Ability ◽  
Fixation Duration ◽  
Lexical Processing ◽  
Moderate Increase ◽  
Fluent Reading ◽  
Semantic Level ◽  
Related Potentials

Abstract Schizophrenia (Sz) is associated with deficits in fluent reading ability that compromise functional outcomes. Here, we utilize a combined eye-tracking, neurophysiological, and computational modeling approach to analyze underlying visual and oculomotor processes. Subjects included 26 Sz patients (SzP) and 26 healthy controls. Eye-tracking and electroencephalography data were acquired continuously during the reading of passages from the Gray Oral Reading Tests reading battery, permitting between-group evaluation of both oculomotor activity and fixation-related potentials (FRP). Schizophrenia patients showed a marked increase in time required per word (d = 1.3, P < .0001), reflecting both a moderate increase in fixation duration (d = .7, P = .026) and a large increase in the total saccade number (d = 1.6, P < .0001). Simulation models that incorporated alterations in both lower-level visual and oculomotor function as well as higher-level lexical processing performed better than models that assumed either deficit-type alone. In neurophysiological analyses, amplitude of the fixation-related P1 potential (P1f) was significantly reduced in SzP (d = .66, P = .013), reflecting reduced phase reset of ongoing theta-alpha band activity (d = .74, P = .019). In turn, P1f deficits significantly predicted increased saccade number both across groups (P = .017) and within SzP alone (P = .042). Computational and neurophysiological methods provide increasingly important approaches for investigating sensory contributions to impaired cognition during naturalistic processing in Sz. Here, we demonstrate deficits in reading rate that reflect both sensory/oculomotor- and semantic-level impairments and that manifest, respectively, as alterations in saccade number and fixation duration. Impaired P1f generation reflects impaired fixation-related reset of ongoing brain rhythms and suggests inefficient information processing within the early visual system as a basis for oculomotor dyscontrol during fluent reading in Sz.

scholarly journals Post-comatose patients with minimal consciousness tend to preserve reading comprehension skills but neglect syntax and spelling

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Agnieszka Kwiatkowska ◽  
Michał Lech ◽  
Piotr Odya ◽  
Andrzej Czyżewski
Keyword(s):  
Reading Comprehension ◽  
Eye Tracking ◽  
Reading Ability ◽  
Eye Tracker ◽  
Gaze Tracking ◽  
Written Text ◽  
Human Computer Interfaces ◽  
Comprehension Skills ◽  
Reading Comprehension Skills ◽  
Tracking Technology

AbstractModern eye tracking technology provides a means for communication with patients suffering from disorders of consciousness (DoC) or remaining in locked-in-state. However, being able to use an eye tracker for controlling text-based contents by such patients requires preserved reading ability in the first place. To our knowledge, this aspect, although of great social importance, so far has seemed to be neglected. In the paper, we presented the possibility of using an eye-tracking technology for assessing reading comprehension skills in post-comatose patients with minimal consciousness. We prepared various syllable-, word- and sentence-based tasks, controlled by gaze, used for assessing the reading comprehension skills. The obtained results showed that people with minimal consciousness preserved the reading comprehension skills, in most cases to a high extent, but had difficulties with recognizing errors in the written text. The ability to maintain attention during performing the tasks was in statistically significant correlation with motivation, and that one was in a statistically significant correlation with the reading ability. The results indicate that post-comatose patients with minimal consciousness can read words and sentences, hence some useful hints may be provided for the development of gaze tracking-based human-computer interfaces for these people.

Individual difference on reading ability tested by eye-tracking: from perspective of gender

2020 ◽  
Vol 17 (3) ◽  
pp. 267-283
Author(s):  
Zehui Zhan ◽  
Jun Wu ◽  
Hu Mei ◽  
Qianyi Wu ◽  
Patrick S.W. Fong
Keyword(s):  
Eye Tracking ◽  
Individual Difference ◽  
Reading Ability ◽  
Blink Rate ◽  
Digital Reading ◽  
Saccade Amplitude ◽  
Fixation Rate ◽  
Regression Rate ◽  
Content Type ◽  
Saccade Duration

Purpose This paper aims to investigate the individual difference on digital reading, by examining the eye-tracking records of male and female readers with different reading ability (including their pupil size, blink rate, fixation rate, fixation duration, saccade rate, saccade duration, saccade amplitude and regression rate). Design/methodology/approach A total of 74 participants were selected according to 6,520 undergraduate students’ university entrance exam scores and the follow-up reading assessments. Half of them are men and half are women, with the top 3% good readers and the bottom 3% poor readers, from different disciplines. Findings Results indicated that the major gender differences on reading abilities were indicated by saccade duration, regression rate and blink rate. The major effects on reading ability have a larger effect size than the major effect on gender. Among all the indicators that have been examined, blink rate and regression rates are the most sensitive to the gender attribute, while the fixation rate and saccade amplitude showed the least sensitiveness. Originality/value This finding could be helpful for user modeling with eye-tracking data in intelligent tutoring systems, where necessary adjustments might be needed according to users’ individual differences. In this way, instructors could be able to provide purposeful guidance according to what the learners had seen and personalized the experience of digital reading.

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

An Eye-Tracking Study on Audiovisual Speech Perception Strategies Adopted by Normal-Hearing and Deaf Adults Under Different Language Familiarities

2020 ◽  
Vol 63 (7) ◽  
pp. 2245-2254 ◽  
Author(s):  
Jianrong Wang ◽  
Yumeng Zhu ◽  
Yu Chen ◽  
Abdilbar Mamat ◽  
Mei Yu ◽  
...  
Keyword(s):  
Speech Perception ◽  
Eye Tracking ◽  
Normal Hearing ◽  
Audiovisual Speech ◽  
Audiovisual Speech Perception ◽  
Allocation Pattern ◽  
Deaf Adults ◽  
Bilingual Speaker ◽  
Primary Hypothesis ◽  
Standard Chinese

Purpose The primary purpose of this study was to explore the audiovisual speech perception strategies.80.23.47 adopted by normal-hearing and deaf people in processing familiar and unfamiliar languages. Our primary hypothesis was that they would adopt different perception strategies due to different sensory experiences at an early age, limitations of the physical device, and the developmental gap of language, and others. Method Thirty normal-hearing adults and 33 prelingually deaf adults participated in the study. They were asked to perform judgment and listening tasks while watching videos of a Uygur–Mandarin bilingual speaker in a familiar language (Standard Chinese) or an unfamiliar language (Modern Uygur) while their eye movements were recorded by eye-tracking technology. Results Task had a slight influence on the distribution of selective attention, whereas subject and language had significant influences. To be specific, the normal-hearing and the d10eaf participants mainly gazed at the speaker's eyes and mouth, respectively, in the experiment; moreover, while the normal-hearing participants had to stare longer at the speaker's mouth when they confronted with the unfamiliar language Modern Uygur, the deaf participant did not change their attention allocation pattern when perceiving the two languages. Conclusions Normal-hearing and deaf adults adopt different audiovisual speech perception strategies: Normal-hearing adults mainly look at the eyes, and deaf adults mainly look at the mouth. Additionally, language and task can also modulate the speech perception strategy.

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