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題名：以眼動型態和閱讀測驗表現探討箭頭在科學圖文閱讀中的圖示效果
書刊名：中華心理學刊
作者：簡郁芩 引用關係／吳昭容 引用關係
作者(外文)：Jian, Yu-cin／Wu, Chao-jung
出版日期：2012
卷期：54:3
頁次：頁385-402
主題關鍵詞：科學閱讀；眼動型態；圖文整合；箭頭；Arrow；Eye movements；Integration of illustration and text；Scientific reading
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(4) 博士論文(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:4
  • 共同引用共同引用:23
  • 點閱點閱:94
前人的研究顯示箭頭在讀圖理解上扮演重要角色。從功能性的角度來看，箭頭提供部件之間的方向關係與序列訊息，使得讀者能形成較佳的圖像表徵，對閱讀產生助益；相反的，在圖上呈現多個箭頭也可能使得知覺複雜性太高，以致於分散讀者的注意力而得到反效果。本研究藉由眼球追蹤技術記錄大學生閱讀圖文並置的科學文章，探討箭頭對讀者在科學圖文整合認知歷程的影響，並以閱讀測驗檢視箭頭的圖示效益。實驗操弄圖示箭頭的有無，兩種版本的圖都搭配相同的文章。受試者被隨機分派去讀其中一種版本，讀完文章後須回答閱讀測驗題。研究結果顯示：一、在測驗題的表現上，有箭頭組在序列題與統整題的答題正確率都高於無箭頭組；二、在眼動資料的分析上，有箭頭組僅在圖上的平均跳視距離較無箭頭組短，其餘包括總凝視時間、圖凝視時間、圖佔總凝視時間比、圖文之間移動次數均無差異；三、兩組在三種閱讀軌跡的比率差異僅邊緣顯著。本研究的閱讀測驗結果雖然支持箭頭的正向功能，但眼動指標上並無一致的效果，本文透過與文獻的比較，以閱讀材料特性與測驗性質來討論兩類結果不一致的可能意義。文末討論眼動指標即使未顯現兩組的差異，仍提供了圖文閱讀歷程的訊息及指出未來可能的研究方向。
Department of Educational Psychology and Counseling, National Taiwan Normal University Previous researches have shown that the use of arrows can aid the comprehension of graphical information. From the functional perspective, arrows can provide useful information about sequential relations between graphical components and indicate pathway directions. However, the presence of excessive arrows in an illustration may produce negative effects related to perceptual complexity and division of attention. In this study we investigated the effect of using arrows in an illustration when reading scientific text by recording viewers’ eye movements and obtaining their reading test scores. The participants first read a scientific text that included an illustration either with or without arrows (arrow group versus nonarrow group), and then they completed a reading test. The accuracy on the “sequential items” and “integrative items” was higher and the mean saccade length on an illustration was shorter for the arrow group than for the nonarrow group, but there were no differences between the groups in total fixation duration, fixation duration on an illustration, the ratio of the total fixation duration on an illustration, and the number of saccades between text and an illustration. Although the results of the reading test supported that arrows have a positive effect on the reading of illustrations, the results for eye movements were inconsistent. Alternative explanations are discussed based on comparing the types of materials and reading tests between our and previous studies. The indicators of eye movements that reflect possible processes involved when reading illustrations and text are also discussed.
期刊論文
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3.Lowe, R. K.(1999)。Extracting information from an animation during complex visual learning。European Journal of Psychology of Education，14，225-244。  new window
4.LeDoux, Joseph(1994)。Emotion, Memory and the Brain。Scientific American，270(6)，50-57。  new window
5.Tversky, B.、Morrison, J. B.、Betrancourt, M.(2002)。Can it facilitate?。International Journal of Human-Computer Studies，57，247-262。  new window
6.Mayer, R. E.、Gallini, J. K.(1990)。When is an illustration worth ten thousand words?。Journal of Educational Psychology，82(4)，715-726。  new window
7.Goldberg, J. H.、Kotval, X. P.(1999)。Computer interface evaluation using eye movements: Methods and constructs。International Journal of Industrial Ergonomics，24(6)，631-645。  new window
8.Hegarty, M.、Canham, M. S.、Fabrikant, S. I.(2010)。Thinking about the weather: How display salience and knowledge affect performance in a graphic inference task。Journal of experimental psychology: Learning, memory, and cognition，36(1)，37-53。  new window
9.Boucheix, J. M.、Lowe, R. K.(2010)。An eye tracking comparison of external pointing cues and internal continuous cues in learning with complex animations。Learning and Instruction，20(2)，123-135。  new window
10.de Koning, B. B.、Tabbers, H. K.、Rikers, R. M. J. P.、Paas, F.(2007)。Attention cueing as a means to enhance learning from an animation。Applied Cognitive Psychology，21(6)，731-746。  new window
11.de Koning, Bjöm B.、Tabbers, Huib K.、Rikers, Remy M. J. P.、Paas, Fred(2010)。Attention guidance in learning from a complex animation: Seeing is understanding?。Learning and Instruction，20(2)，111-122。  new window
12.Heiser, J.、Tversky, B.(2006)。Arrows in comprehending and producing mechanical diagrams。Cognitive Science，30(3)，581-592。  new window
13.Hyönä, J.(2010)。The use of eye movements in the study of multimedia learning。Learning and Instruction，20(2)，172-176。  new window
14.Kriz, S.、Hegarty, M.(2007)。Top-down and bottom-up influences on learning from animations。International Journal of Human-Computer Studies，65(11)，911-930。  new window
15.Mautone, P. D.、Mayer, R. E.(2007)。Cognitive aids for guiding graph comprehension。Journal of Educational Psychology，99(3)，640-652。  new window
16.Hannus, Matti、Hyönä, Jukka(1999)。Utilization of illustrations during learning of science textbook passages among low-and high-ability children。Contemporary Educational Psychology，24(2)，95-123。  new window
17.Hegarty, M.、Just, M. A.(1993)。Constructing mental models of machines from text and diagrams。Journal of Memory and Language，32(6)，717-742。  new window
18.Rayner, Keith、Rotello, Caren M.、Stewart, Andrew J.、Keir, Jessica、Duffy, Susan A.(2001)。Integrating Text and Pictorial Information: Eye Movements When Looking at Print Advertisements。Journal of Experimental Psychology，7(3)，219-226。  new window
19.Schmidt-Weigand, F.、Kohnert, A.、Glowalla, U.(2010)。A closer look at split visual attention in system- and self-paced instruction in multimedia learning。Learning and Instruction，20(2)，100-110。  new window
20.Shah, P.、Mayer, R. E.、Hegarty, M.(1999)。Graphs as aids to knowledge construction: Signaling techniques for guiding the process of graph comprehension。Journal of Educational Psychology，91(4)，690-702。  new window
21.Just, M. A.、Carpenter, P. A.(1980)。A Theory of Reading: From Eye Fixations to Comprehension。Psychological Review，87(4)，329-354。  new window
22.Carpenter, P. A.、Shah, P.(1998)。A model of the perceptual and conceptual processes in graph comprehension。Journal of Experimental Psychology-Applied，4(2)，75-100。  new window
23.Carney, R. N.、Levin, J. R.(2002)。Pictorial illustrations still improve students' learning from text。Educational Psychology Review，14(1)，5-26。  new window
24.柯華葳、陳明蕾、廖家寧(20051200)。詞頻、詞彙類型與眼球運動型態：來自篇章閱讀的證據。中華心理學刊，47(4)，381-398。new window  延伸查詢new window
25.Sweller, John、van Merrienboer, Jeroen J. G.、Paas, Fred G. W. C.(1998)。Cognitive architecture and instructional design。Educational Psychology Review，10(3)，251-296。  new window
26.Mayer, Richard E.、Moreno, Roxana(2003)。Nine Ways to Reduce Cognitive Load in Multimedia Learning。Educational Psychologist，38(1)，43-52。  new window
圖書
1.Rayner, K.、Pollatsek, A.(1987)。Eye movements in reading: A tutorial review。Eye movements in reading: Perceptual and language processes。New York, NY：Academic。  new window
2.Lowe, R. K.、Schnotz, W.(2008)。Learning with animation: Research implications for design。New York：Cambridge University Press。  new window
3.洪蘭、LeDoux, J.(2001)。腦中有情。臺北市：遠流。  延伸查詢new window
4.Unsworth, Len(2001)。Teaching Multiliteracies across the Curriculum: Changing Contexts of Text and Image in Classroom Practice。Buckingham：Philadelphia：Open University Press。  new window
5.Mayer, Richard E.(2001)。Multimedia learning。Cambridge University Press。  new window
其他
1.簡郁芩(Jian, Y.-C.)、吳昭容(Wu, C.-J.)(201112)。以眼球追蹤技術探討科學文章閱讀中圖的功能(Investigating the function of a graph in the scientific reading by eye-tracker)，高雄市：國立中山大學。  延伸查詢new window
2.Carroll, P. J., Young, J. R., & Guertin, M. S.(1992)。Visual analysis of cartoons: A view from the far side。  new window
3.Chandler, P., & Sweller, J.(1996)。Cognitive load while learning to use a computer program。  new window
4.Chen, M. L., & Ko, H. W.(2011)。Exploring the eyemovement patterns as Chinese children reading texts: A developmental perspective。  new window
5.Evans, K., Rotello, C. M., Li, X., & Rayner, K.(2009)。Scene perception and memory revealed by eye movements and receiver-operating characteristic analyses: Does a cultural difference truly exist?。  new window
6.Hegarty, M.(1992)。Mental animation: Inferring motion from static displays of mechanical systems。  new window
7.Inhoff, A. W., & Wu, C.(2005)。Eye movements and the identification of spatially ambiguous words during Chinese sentence reading。  new window
8.Jian, Y.-C., & Ko, H. W.(200708)。Investigating the effects of background knowledge on Chinese word recognition: Evidence from eye movements，Potsdam, Germany。  new window
9.Jian, Y.-C., Wu, C.-J., & Su, J.-H.(201108)。Eye movements when integrating scientific text and graphics information: The effect of sequential layouts on graphics，Marseille, France。  new window
10.Kalyuga, S., Chandler, P., & Sweller, J.(1998)。Levels of expertise and instructional design。  new window
11.Lowe, R. K.(2003)。Animation and learning: Selective processing of information in dynamic graphics。  new window
12.Mayer, R. E.(2005)。Principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity principles。  new window
13.Paivio, A.(1990)。Dual coding theory。  new window
14.Rayner, K., & Juhasz, B. J.(2004)。Eye movement in reading: Old questions and new directions。  new window
15.Rayner, K., Smith, T. J., Malcolm, G. L., & Henderson. J. M.(2009)。Eye movements and visual encoding during scene perception。  new window
16.Sanchez, C. A., & Wiley, J.(2006)。An examination of the seductive details effect in terms of working memory capacity。  new window
17.Schmidt-Weigand, F., Kohnert, A., & Glowalla, U.(2009)。Explaining the modality and contiguity effects: New insights from investigating students' viewing behaviour。  new window
18.A closer look at split visual attention in system- and self-paced instruction in multimedia learning(2005)。An integrated model of text and picture comprehension。  new window
19.Schnotz, W., & Bannert, M.(2003)。Construction and interference in learning from multiple representation。  new window
20.Tversky, B., Heiser, J., MacKenzie, R., Lozano, S., & Morrison, J.(2008)。Enriching animations。  new window
21.Underwood, G., Jebbett, L., & Roberts, K.(2004)。Inspecting pictures for information to verify a sentence: Eye movements in general encoding and in focused search。  new window
22.Yen, M.-H., Tsai, J.-L., Tzeng, O. J.-L., & Hung, D. L.(2008)。Eye movements and parafoveal word processing in reading Chinese。  new window
圖書論文
1.Hegarty, M.、Carpenter, P. A.、Just, M. A.(1991)。Diagrams in the comprehension of scientific texts。Handbook of reading research。Longman。  new window
2.Sweller, J.(2005)。Implications of cognitive load theory for multimedia learning。Cambridge handbook of multimedia learning。Cambridge University Press。  new window
 
 
 
 
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