Using Eye Tracking to Explore Learning Disabilities in Reading Process of the Different Textbooks’ Editing Mode

• Main Authors: Chia-Hsin Li, 李佳昕
• Other Authors: Yung-Tsan Jou
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/70467760323189491795

碩士 === 中原大學 === 工業與系統工程研究所 === 101 === Learning Disability (LD) is one of the physical and mental disabilities. Through appearance and IQ learning disabilities aren’t easy to find deviance, but their performances are different to peer, result in difficulty of their listening, speaking, reading, or writing. According to the statistics of the physical and mental disabled students for 100 school years in Taiwan, learning disabilities account for 21% of the physical and mental disabilities, next to the mental retardation. Lerner said that about 80% learning disabilities had difficulty in vocabulary, letter recognition, or reading comprehension in 1993. Learning disabilities and peer couldn’t understand the meaning of the article effectively when they read the text without any tips, but they could use font size, illustration and other textbooks’ editing mode to help them enhance comprehension. In order to recognize font size and illustration for influence of learning disabilities with comprehension and eye movement, participants are students who are in junior high education attending the 7th to 9th class and who have a diagnosis in learning disability, and the reading material are three different textbooks’ editing mode including text only, font size of keywords upgrading, and having an illustration in the article. Through eye tracking to track and record participants’ a variety of eye movement, then give a test of the articles. Finally, using ANOVA analysis results for the data. Our result indicates that the fixation time of the entire article between learning disabilities and peer is significant difference; however, font size and illustration could attract learning disabilities to read, and they have finished reading the whole article willingness to improve. Test’s results show that font size and illustration can improve comprehension of learning disabilities. The results and conclusions of this study can be a reference for future preparation of related teaching materials or lesson preparation.