An Eye-Tracking Study on Text Accessibility and Comprehension in University Students

Area of Science:

• Cognitive Psychology
• Human-Computer Interaction
• Usability Studies

Background:

• Easy-to-Read (E2R) recommendations aim to enhance text accessibility.
• The impact of E2R adaptations on readers without cognitive disabilities is not well understood.
• Visual and typographic features may influence reading comprehension and efficiency.

Purpose of the Study:

• To investigate the effects of different text formats on reading comprehension and visual processing.
• To determine if Easy-to-Read (E2R) adaptations benefit university students without cognitive disabilities.
• To analyze eye-tracking data for insights into cognitive load during reading.

Main Methods:

• University students (n=24) without cognitive disabilities read texts in three formats: hard-to-read, control, and Easy-to-Read (E2R).
• Reading comprehension was measured using multiple-choice questions.
• Eye movements were recorded using eye-tracking technology and analyzed with linear mixed-effects models.

Main Results:

• The E2R format significantly improved reading comprehension accuracy compared to the hard-to-read format.
• E2R texts were associated with shorter fixation durations and larger saccades, indicating reduced cognitive demand.
• Hard-to-read texts resulted in a higher fixation count than the control format.

Conclusions:

• Easy-to-Read (E2R) text adaptations can enhance reading comprehension and efficiency for readers without cognitive disabilities.
• Visual and typographic modifications in E2R formats may reduce cognitive load during reading.
• E2R strategies offer broader benefits beyond their intended use for individuals with cognitive needs.