TY - JOUR
T1 - Individual difference on reading ability tested by eye-tracking
T2 - from perspective of gender
AU - Zhan, Zehui
AU - Wu, Jun
AU - Mei, Hu
AU - Wu, Qianyi
AU - Fong, Patrick S.W.
N1 - Funding Information:
This study was supported by the Natural Science Foundation in China (#61305144), the Major basic research and applied research projects of Guangdong Education Department (#2017WZDXM004), MOE Project of Humanities and Social Sciences (#19YJC880125); National Social Science Foundation of China (#18BGL053).
Publisher Copyright:
© 2020, Emerald Publishing Limited.
Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.
PY - 2020/3/4
Y1 - 2020/3/4
N2 - 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.
AB - 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.
KW - Digital reading
KW - Eye movement
KW - Eye-tracking
KW - Gender difference
KW - Individual difference
KW - Reading ability
UR - http://www.scopus.com/inward/record.url?scp=85089394872&partnerID=8YFLogxK
U2 - 10.1108/ITSE-12-2019-0082
DO - 10.1108/ITSE-12-2019-0082
M3 - Journal article
AN - SCOPUS:85089394872
SN - 1741-5659
VL - 17
SP - 267
EP - 283
JO - Interactive Technology and Smart Education
JF - Interactive Technology and Smart Education
IS - 3
ER -