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Science Education for Students with Specific Learning and Attention Disorders: An Evaluation of Reading Strategies Using Eye-Tracking Technology

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Title: Science Education for Students with Specific Learning and Attention Disorders: An Evaluation of Reading Strategies Using Eye-Tracking Technology
Language: English
Authors: Aušrine Raudoniute (ORCID 0009-0007-6732-4885)
Source: International Baltic Symposium on Science and Technology Education. 2025.
Availability: Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; Web site: https://www.scientiasocialis.lt/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Reports - Research
Speeches/Meeting Papers
Education Level: Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Grade 6
Grade 7
Junior High Schools
Secondary Education
Grade 8
Descriptors: Reading Strategies, Science Education, Visual Aids, Attention Deficit Hyperactivity Disorder, Cognitive Ability, Dyslexia, Instructional Design, Eye Movements, Students with Disabilities, Reading Processes, Reading Comprehension, Inclusion, Instructional Materials, Reading Difficulties, Private Schools, Grade 5, Grade 6, Grade 7, Grade 8, Reading Materials, Foreign Countries
Geographic Terms: Lithuania
Abstract: This case study examined how students with learning (dyslexia) and attention deficit process science texts under different instructional design conditions using eye-tracking technology. The aim was to examine the impact of seductive details and visual enhancement elements on reading behaviour and cognitive load. A qualitative case study was conducted with three neurodivergent students and one neurotypical participant (ages 11-14), each exposed to four conditions: plain text, highlighted text, infographic, and decorative image. Eye-tracking data revealed that neurotypical reading was efficient, with short fixations, minimal regressions, and focused attention. In contrast, neurodivergent students exhibited disorganized scanpaths, particularly under conditions involving infographics and decorative images. Highlighted and plain text conditions supported more structured reading, especially for the student with dyslexia. The results suggest that seductive details increase extraneous cognitive load and distract attention in students with cognitive vulnerabilities, whereas signaling via text highlighting may partially support comprehension. These findings highlight the potential of eye-tracking to inform inclusive instructional design and emphasize the importance of minimizing irrelevant visual input in science education materials. [For the complete proceedings, see ED673688.]
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED673713
Database: ERIC
FullText Text:
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  Data: Science Education for Students with Specific Learning and Attention Disorders: An Evaluation of Reading Strategies Using Eye-Tracking Technology
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  Data: <searchLink fieldCode="AR" term="%22Aušrine+Raudoniute%22">Aušrine Raudoniute</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-6732-4885">0009-0007-6732-4885</externalLink>)
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  Data: Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; Web site: https://www.scientiasocialis.lt/
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  Data: This case study examined how students with learning (dyslexia) and attention deficit process science texts under different instructional design conditions using eye-tracking technology. The aim was to examine the impact of seductive details and visual enhancement elements on reading behaviour and cognitive load. A qualitative case study was conducted with three neurodivergent students and one neurotypical participant (ages 11-14), each exposed to four conditions: plain text, highlighted text, infographic, and decorative image. Eye-tracking data revealed that neurotypical reading was efficient, with short fixations, minimal regressions, and focused attention. In contrast, neurodivergent students exhibited disorganized scanpaths, particularly under conditions involving infographics and decorative images. Highlighted and plain text conditions supported more structured reading, especially for the student with dyslexia. The results suggest that seductive details increase extraneous cognitive load and distract attention in students with cognitive vulnerabilities, whereas signaling via text highlighting may partially support comprehension. These findings highlight the potential of eye-tracking to inform inclusive instructional design and emphasize the importance of minimizing irrelevant visual input in science education materials. [For the complete proceedings, see ED673688.]
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED673713
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
    Subjects:
      – SubjectFull: Reading Strategies
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Visual Aids
        Type: general
      – SubjectFull: Attention Deficit Hyperactivity Disorder
        Type: general
      – SubjectFull: Cognitive Ability
        Type: general
      – SubjectFull: Dyslexia
        Type: general
      – SubjectFull: Instructional Design
        Type: general
      – SubjectFull: Eye Movements
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Reading Processes
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Instructional Materials
        Type: general
      – SubjectFull: Reading Difficulties
        Type: general
      – SubjectFull: Private Schools
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Grade 8
        Type: general
      – SubjectFull: Reading Materials
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Lithuania
        Type: general
    Titles:
      – TitleFull: Science Education for Students with Specific Learning and Attention Disorders: An Evaluation of Reading Strategies Using Eye-Tracking Technology
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            NameFull: Aušrine Raudoniute
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              M: 01
              Type: published
              Y: 2025
          Titles:
            – TitleFull: International Baltic Symposium on Science and Technology Education
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