Learners' Perception of Scientific Text Layouts Design Using Eye-Tracking

Area of Science:

• Educational Technology
• Adult Learning
• Human-Computer Interaction

Background:

• Lifelong learning and adult education are increasingly important due to societal shifts, including pandemic impacts.
• Adult learners returning to higher education often seek practical technological benefits but may struggle with digital media.
• Understanding learner attention to digital scientific materials is crucial for effective pedagogy.

Purpose of the Study:

• To identify best practices for delivering digital scientific materials to adult learners.
• To examine how layout designs of textual and schematic elements in scientific materials affect learner attention.
• To determine learner preferences and attention patterns based on characteristics of Areas of Interest (AoI).

Main Methods:

• Web-based eye-tracking technology was used to monitor the viewing tendencies of approximately 110 adult learners.
• Respondents' interactions with journal article pages and scientific posters were analyzed.
• Time-leap analysis and Area of Interest (AoI) distance measurements were employed to assess attention.

Main Results:

• First language significantly influences adult learners' attention, with a greater focus on familiar elements.
• Adult learners demonstrate sustained concentration on scientific content but show varied initial interest and task engagement.
• Attention patterns differ based on individual preferences for digital learning materials.

Conclusions:

• Digital scientific content should be delivered in a textual format for adult learners.
• Key information on scientific posters should be centrally located to capture learner attention.
• Tailoring digital content delivery to adult learner preferences is essential for effective lifelong learning.