Cognitive engagement in emotional text reading: concurrent recordings of eye movements and head motion

Ballenghein, Ugo; Mégalakaki, Olga; Baccino, Thierry

doi:10.1080/02699931.2019.1574718

Cited by 24 publications

(31 citation statements)

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“…In the study by Kaakinen et al (2018) individual fixation durations got shorter during reading of task- irrelevant— not task-relevant—sentences. In the study by Ballenghein et al (2019) higher engagement during reading of emotional texts was seen as higher stability (i.e., greater reduction of movement) of both head and the tablet, whereas in the present study we observed overall increase in tablet motion across the text—this increase was especially strong for irrelevant text segments.…”

Section: Discussioncontrasting

confidence: 83%

“…Even though the present results are generally in line with previous studies (Ballenghein et al, 2019; Kaakinen et al, 2018), some differences emerged. In the study by Kaakinen et al (2018) individual fixation durations got shorter during reading of task- irrelevant— not task-relevant—sentences.…”

Section: Discussionsupporting

confidence: 81%

“…In other words, readers seem to get more engaged with task-relevant information and less engaged with irrelevant information as they proceed through the text. Results of Kaakinen et al (2018), Ballenghein and Baccino (2018) and Ballenghein et al (2019) suggest that cognitive engagement is embodied in the sense that both eye movements and head motion reflect the increased cognitive effort needed to encode task-relevant information to memory, to process a change in narrative perspective, or to read emotional contents.…”

Section: Introductionmentioning

confidence: 99%

“…In addition to eye movements, another potential indicator of cognitive engagement is postural movement (Balaban et al, 2004; Ballenghein & Baccino, 2018; Ballenghein et al, 2019; Bonnet et al, 2017; D’Mello et al, 2007; Kaakinen et al, 2018). Increased postural movement, as measured by changes in the pressure exerted on the back of a chair, has been linked with cognitive disengagement or boredom during a learning task (D’Mello et al, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…Increased postural movement, as measured by changes in the pressure exerted on the back of a chair, has been linked with cognitive disengagement or boredom during a learning task (D’Mello et al, 2007). In a recent study, postural movement was measured by tracking head movements during reading of single-page emotional texts presented on a tablet computer (Ballenghein et al, 2019). There was less postural sway during reading of emotional texts in comparison to neutral texts, indicating higher cognitive engagement.…”

Section: Introductionmentioning

confidence: 99%

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Cognitive engagement during reading on digital tablet: Evidence from concurrent recordings of postural and eye movements

Ballenghein

Kaakinen

Tissier

et al. 2020

Quarterly Journal of Experimental Psychology

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The present study utilised a novel combination of eye movement and motion capture recordings to examine cognitive engagement during reading on a hand-held tablet computer. Participants read a multiple-page text with a specific task in mind and after reading recalled the main contents of text from memory. The results showed that head distance from screen was slightly shorter, and readers spent longer time reading task-relevant than irrelevant segments of text and had better memory for task-relevant than irrelevant text information, indicating that there are task-induced momentary changes in engagement during reading. Moreover, head motion and individual fixation durations decreased during the course of reading of relevant segments, and even though there was an overall increase in table motion during reading, the slope of this increase was steeper for irrelevant than relevant text segments. These results suggest that readers become more engaged with relevant and less engaged with irrelevant text segments across the text. The novel methodological combination of eye and postural movements seems to provide valuable information about cognitive engagement during reading in digital environments. The cumulation of evidence from this and previous studies suggests that reading on a tablet affords different interactions between the reader and the text than reading on a computer screen. Reading on a tablet might be more similar to reading on paper, and this may impact the attentional processes during reading.

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Section: Discussioncontrasting

confidence: 83%