Open AccessLayout changes in the textbook for learning English and their influence on the dyslexic students’ work effectiveness – an eye-tracking analysis
Author(s) -
Agnieszka Andrychowicz-Trojanowska
Publication year - 2020
Publication title -
beyond philology
Language(s) - English
Resource type - Journals
eISSN - 2451-1498
pISSN - 1732-1220
DOI - 10.26881/bp.2020.3.03
Subject(s) - correctness , tracking (education) , eye tracking , mathematics education , computer science , dyslexia , work (physics) , psychology , artificial intelligence , pedagogy , linguistics , reading (process) , engineering , programming language , mechanical engineering , philosophy
The aim of the following article is to present the results of the second part of an eye-tracking study conducted on Polish secondary school students working with a textbook for learning English. Because of the fact that almost every group of school students consists of both dyslexic and non-dyslexic ones and that all of them use the same textbooks, we wanted to examine if we can adjust the textbook for learning English in such a way as to influence (i.e. improve) the way the students work with it. To check it we used a real-existing layout of a textbook page and its changed version and checked how dyslexic and nondyslexic students worked with them.
In the article we present the eye-tracking parameters for so called areas of interest as well as correctness of the answers which is a nonoculomotor parameter.