| Summary: | 碩士 === 國立臺灣師範大學 === 設計學系 === 101 === This study was conducted in two parts: the survey and the eye movement experiment. The survey which included 322 second-year junior high school students in Taichung city revealed the participants’ extracurricular reading habits and preferences. In the second phase, according to the survey, 92 participants were randomly selected for an eye movement tracking visual image search experiment and the differences of the extracurricular reading habits versus the visual image search was analyzed. Next, according to the study purpose, the conclusion is divided into six parts including extracurricular reading habits and related background, extracurricular reading mediums (book or screen) and categories (text or graphic), searching and answering, searching and answering time, eye movement data and hot zone. 1. extracurricular reading habits and related background: gender and academic performance appear to have a correlation with the extracurricular reading habits. Gender shows a significant difference on academic disciplines preference and extracurricular activity preference while gender and academic performance have a significant effect on the subjects which students are considered to be good at; “drama” and “humorous stories and jokes” respectively are the extracurricular reading genres that are most popular with junior high school students. 2. extracurricular reading mediums and categories : emotions, functions and daily habits result in the different preferences in extracurricular reading mediums; the cognition and comprehension level has an impact on the preference for extracurricular reading categories; female students, higher academic performers and those who prefer word readers have a higher acceptance for longer articles; in general, the preference for graphic readers by order are comic books＞four part comic strips＞picture books or one part comic strips. 3. searching and answering: those who have a complete prior knowledge and detailed memory about the targets have a higher percentage of being correct in the answers; higher academic performers significantly outperform lower academic performers in searching for sentences and specific, precise targets; those who prefer text readers outperform those who prefer graphic readers in searching for sentences and abstract, associative targets. 4. searching and answering time: Among the stimulants, the relationship of the targets and the disruptors has an influence on the searching time; those who prefer word readers use less searching time than those who prefer graphic readers; differents preferences of the reading medium will influence answers and answering time. 5. eye movement data: those who have better familiarity and complete prior knowledge towards the targets use less fixation duration on average; the more scattered the images, the wider the averaged saccade amplitude; the answering time is correlated with fixation counts and saccade counts; the richer the stimulating images, the bigger the averaged pupil sizes. 6. hot zone: Different answering conditions, answering time and the participants’ recognitions influence the presentation of the hot zone; there are gradual expanding and jumping differences for searching patterns; the more intensive the stimulants, the more intensive the fixation points, but for the experiment of the same stimulants, various targets bring forth differences; five hot zones can be identified according to the answering differences from the participants.
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