Gaze-based word highlighting boosts reading performance: an eye tracking study in second graders

Area of Science:

• Educational technology
• Cognitive psychology
• Human-computer interaction

Background:

• Reading is transitioning from print to digital formats.
• Developing readers may require tailored support for screen-based reading.
• Digital devices offer opportunities for personalized reading assistance.

Purpose of the Study:

• To investigate the impact of gaze-based dynamic word highlighting on reading performance in young learners.
• To assess the effectiveness of a digital reading support tool that mimics finger-point reading cues.
• To evaluate reading speed, accuracy, comprehension, and user preference for highlighted text.

Main Methods:

• Seventy Danish 2nd graders participated in the study.
• Participants read aloud a short story under two conditions: with and without dynamic word highlighting.
• Eye movements, pronunciation accuracy, comprehension, and text preference were measured using eye-tracking technology.

Main Results:

• Reading with dynamic word highlighting resulted in faster reading times, characterized by shorter fixations and fewer regressions.
• The highlighting intervention improved reading efficiency without negatively impacting pronunciation accuracy or comprehension.
• Despite performance gains, participants expressed a preference for static, non-highlighted text.

Conclusions:

• Gaze-based word highlighting is a promising digital tool for enhancing reading efficiency in beginner readers.
• Dynamic highlighting provides effective informational cues, aiding the reading process on digital screens.
• Further research may explore optimal highlighting parameters and user interface designs to balance efficiency and preference.