Readers' prior knowledge is an important factor for comprehending scientific texts. The study used an eye tracker to examine the reading processes of the undergraduates with high (HPK) and low prior knowledge (LPK) while reading a long printed scientific article. The results of measuring the eye movements offered some interesting findings. First,…

This study examined the relationship between refutation texts and attention allocation by focusing on the interaction between important reader-and-text characteristics. Specifically, the authors investigated how prior knowledge and text-based interest affect attention allocation on refutation/control statements, topic, and explanatory and…

This study investigated the contribution of both physiological and behavioural process data to the comprehension of conflicting digital texts. We measured skin conductance level (SCL) as an index of arousal and the first-pass and look-back fixation times as indices of visual behaviour while reading. Forty-eight seventh graders read four webpages…

Background: During digital reading on internet-connected devices, students may be exposed to a variety of on-screen distractions. Learning by reading can therefore become a fragmented experience with potentially negative consequences for reading processes and outcomes. Objectives: This study investigated the effects of on-screen distractions, as…

To build a coherent accurate mental representation of a text, readers routinely validate information they read against the preceding text and their background knowledge. It is clear that both sources affect processing, but "when" and "how" they exert their influence remains unclear. To examine the time course and cognitive…

Previous research suggests that activating background knowledge immediately prior to read-alouds in Kindergarten is an important strategy for improving children's learning (e.g. Cervetti & Hiebert, 2015). But, because children's background knowledge varies considerably at the individual level, teachers are also often providing relevant…

The purpose of the study was to investigate the effects of imagination and learner-generated drawing on comprehension, reading time, cognitive load, and eye movements, and whether prior knowledge moderated the effects of these two strategies. Sixty-three undergraduate students participated in a pretest-posttest between-subjects study with the…

Multimedia integration signals highlight correspondences between text and pictures with the aim of supporting learning from multimedia. A recent meta-analysis revealed that only learners with low domain-specific prior knowledge benefit from multimedia integration signals. To more thoroughly investigate the influence of prior knowledge on the…

This study used eye-tracking methodology in the school setting to examine fourth graders' online processing of text and graphics while reading an illustrated science text. We were interested in identifying patterns of visual behavior, which was examined considering individual differences in reading comprehension, prior knowledge, and spatial…

The study reported here tests a model that includes several factors thought to contribute to the comprehension of static multimedia learning materials (i.e. background knowledge, working memory, attention to components as measured with eye movement measures). The model examines the effects of working memory capacity, domain specific (biology) and…

An eye-movement study was conducted to examine whether Chinese readers immediately activate and integrate related background information during discourse comprehension. Participants were asked to read short passages, each containing a critical word that fitted well within the local context but was inconsistent or neutral with background…

Eye fixations were assessed during the reading of continuation sentences confirming inferences suggested by a preceding context sentence. In multiple regression analysis, individual differences in available prior vocabulary knowledge, working memory span, and speed of access to prior word knowledge served as predictors of eye fixations.…

The 7th International Conference on Education Data Mining held on July 4th-7th, 2014, at the Institute of Education, London, UK is the leading international forum for high-quality research that mines large data sets in order to answer educational research questions that shed light on the learning process. These data sets may come from the traces…