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How the Quality of Annotation Influences Academic Reading: An Eye-Tracking Study

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Title: How the Quality of Annotation Influences Academic Reading: An Eye-Tracking Study
Language: English
Authors: Lishan Zhang (ORCID 0000-0003-0830-2399), Lili Liu, Shuwen Wang (ORCID 0000-0002-4576-267X), Min Xu, Sixv Zhang, Yun Tang (ORCID 0000-0002-4075-5227)
Source: Journal of Computer Assisted Learning. 2025 41(3).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Educational Quality, Documentation, Reading Processes, Eye Movements, Cooperative Learning, Reading Comprehension, Educational Benefits, Reading Instruction, College Students, Cognitive Processes, Difficulty Level, Reading Assignments
DOI: 10.1111/jcal.70062
ISSN: 0266-4909
1365-2729
Abstract: Background: Collaborative reading can facilitate students' understanding of complex learning materials. High-quality annotations provided by peer learners are essential for successful collaborative reading. However, it remains to be understood how annotation quality affects reading comprehension. Objectives: A simulated collaborative reading environment was constructed for interactive highlighting and commenting. The environment was used to conduct a laboratory experiment and examine the benefits of reading annotations by others. Methods: Forty-seven college students participated in the study and were randomly assigned to two conditions. The constructive annotation group was provided with annotations containing information that pertained to the constructive level of cognitive processing, while the active annotation group was supplied with annotations containing information that pertained to the active level of cognitive processing. Pre- and post-tests were used to measure learning gains. System log files and eye-tracking data were analysed to compare and contrast the differences in underlying processing. Results and Conclusions: The results showed that constructive and active annotations incurred different reading patterns, with the constructive annotations attracting more attention than the active annotations. The results implied that instructors could use seed annotations of a constructive level in reading assignments to facilitate reading comprehension.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1474661
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: How the Quality of Annotation Influences Academic Reading: An Eye-Tracking Study
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  Data: <searchLink fieldCode="AR" term="%22Lishan+Zhang%22">Lishan Zhang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0830-2399">0000-0003-0830-2399</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lili+Liu%22">Lili Liu</searchLink><br /><searchLink fieldCode="AR" term="%22Shuwen+Wang%22">Shuwen Wang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4576-267X">0000-0002-4576-267X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Min+Xu%22">Min Xu</searchLink><br /><searchLink fieldCode="AR" term="%22Sixv+Zhang%22">Sixv Zhang</searchLink><br /><searchLink fieldCode="AR" term="%22Yun+Tang%22">Yun Tang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4075-5227">0000-0002-4075-5227</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. 2025 41(3).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 16
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  Data: <searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Documentation%22">Documentation</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Processes%22">Reading Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Eye+Movements%22">Eye Movements</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Assignments%22">Reading Assignments</searchLink>
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  Data: 10.1111/jcal.70062
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  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Collaborative reading can facilitate students' understanding of complex learning materials. High-quality annotations provided by peer learners are essential for successful collaborative reading. However, it remains to be understood how annotation quality affects reading comprehension. Objectives: A simulated collaborative reading environment was constructed for interactive highlighting and commenting. The environment was used to conduct a laboratory experiment and examine the benefits of reading annotations by others. Methods: Forty-seven college students participated in the study and were randomly assigned to two conditions. The constructive annotation group was provided with annotations containing information that pertained to the constructive level of cognitive processing, while the active annotation group was supplied with annotations containing information that pertained to the active level of cognitive processing. Pre- and post-tests were used to measure learning gains. System log files and eye-tracking data were analysed to compare and contrast the differences in underlying processing. Results and Conclusions: The results showed that constructive and active annotations incurred different reading patterns, with the constructive annotations attracting more attention than the active annotations. The results implied that instructors could use seed annotations of a constructive level in reading assignments to facilitate reading comprehension.
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  Data: 2025
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  Data: EJ1474661
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      – SubjectFull: Educational Quality
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