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 |
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| Language: | English |
| Authors: | Aušrine Raudoniute (ORCID |
| 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 |
| 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.] |
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