Effects of Text and Visual Element Integration Schemes on Online Reading Behaviors of Typical and Struggling Readers

Abstract

This study evaluates the effect of different design schemes for integrating text and visual elements on student reading behaviors. Sixty three fourth and seventh grade students were eye tracked during online reading of middle school science passages embedded with pedagogically relevant visuals in the form of diagrams and photographs. Results show that students’ viewing of visuals can be influenced by both how the visuals are positioned and referred to in text, and that this effect is most pronounced for struggling readers. These results have strong implications for the design of online learning materials for diverse students, and in informing adaptive approaches toward multimedia presentation.