Effects of line length, number of lines, line spacing, and font size on reading performance of Chinese text in virtual reality environment

Kwok, Alex Pak Ki; Yan, Miu Chung; Xu, Zhe Hao; Lin, Jiaying; Chen, R.; Wen, Shiming

doi:10.1016/j.ergon.2023.103469

Cited by 4 publications

(1 citation statement)

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“…Following the students' evaluations of the slides with a mixed layout as being more crowded and requiring more processing effort, the dwell time results confirm that the large block of AOIs, with alternating lines according to language, was indeed relatively difficult to navigate. This is likely due to the lack of blank lines that promote visual grouping of language blocks as in separated-block slides, with the added difficulty due to the (pseudo-)randomization of the order of the languages, which may have affected reading behavior (see Kwok et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

Students’ Evaluations of Multilingual Educational Slides and Their Visual Attention Distribution on Slides with Different Layouts

Adhani,

Remijn

2024

JEL

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Following efforts to promote internationalization at academic institutions, the use of multiple languages on educational slides (e.g., PowerPoint) has gradually increased. Multilingualism in learning has its advantages, but having multiple languages on educational slides can lead to crowding and cognitive overload. To investigate how students perceive multilingual slides, evaluations were gathered from Japanese (N = 20) and Indonesian students (N = 20) during an eye-tracking experiment in which their visual attention distribution on the slides was assessed. The slides contained text in three languages (English, Japanese, and Bahasa Indonesia) and were varied according to their layout. One group watched slides with text separated in blocks, with one text block for each language, while the other group watched slides consisting of a single, mixed block with each sentence describing the same information in a different language. The students’ evaluations showed that slides with a mixed layout were judged as more crowded and required more processing effort than slides with a separated-block layout. Furthermore, while the students dwelled their gaze significantly longer on text in their native language (either Bahasa Indonesia or Japanese) on separated-block slides, for slides with a mixed layout, the gaze patterns did not significantly differ between languages. The results of a comprehension quiz taken after the slide presentation, however, showed that students performed better after having watched the slides with the mixed layout. Thus, although judged as more crowded and requiring a wider attention distribution, slides with a mixed layout may be preferable in multilingual education.

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Section: Discussionmentioning

confidence: 99%