Abstract
Online reading is developing at an increasingly rapid rate, but the debate concerning whether learning is more effective when using hypertexts than when using traditional linear texts is still persistent. In addition, several researchers stated that online reading comprehension always starts with a question, but little empirical evidence has been gathered to investigate this claim. This study used eye-tracking technology and retrospective think aloud technique to examine online reading behaviors of fifth-graders (N = 50). The participants were asked to read four texts on the website. The present study employed a three-way mixed design: 2 (reading ability: high vs. low) × 2 (reading goals: with vs. without) × 2 (text types: hypertext vs. linear text). The dependent variables were eye-movement indices and the frequencies of using online reading strategy. The results show that fifth-graders, irrespective of their reading ability, found it difficult to navigate the non-linear structure of hypertexts when searching for and integrating information. When they read with goals, they adjusted their reading speed and the focus of their attention. Their offline reading ability also influenced their online reading performance. These results suggest that online reading skills and strategies have to be taught in order to enhance the online reading abilities of elementary-school students.
Highlights
The development of technology and the growing popularity of the Internet have resulted in learners increasingly acquiring new knowledge and skills via the Internet
Analysis of Eye-Movement Data Mean Fixation Duration Table 2 lists the mean fixation duration (MFD) for five areas of interest (AOIs): figures, titles, topic sentences, keywords, and paragraphs
Further testing of the simple main effect showed that the MFD when reading without goals was significantly higher for linear texts (M = 203, SD = 59) than for hypertexts (M = 188, SD = 66)
Summary
By contrast, when a text is read online, reading paths may no longer be linear, instead involving jumping between different parts of the text. As they read, readers can click on the various links and decide for themselves what information to obtain. With the development and popularization of computer technology and the Internet, information can be transmitted using non-traditional media; one of the new such ways of transmission is online reading, whereby readers read information on the World Wide Web in various formats, including hyperlinks, texts, Eye movement in online reading pictures, animations, sounds, and video. Knowledge can be used, transmitted, and shared through the Internet, and so online reading is not merely a gateway to diverse resources, but is characterized as real-time, interactive, open, and borderless
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