Eye‐Movement Modelling as a Tool to Foster Digital Reading Competencies and Misconception Change When Reading Webpages in L2.
Background: Misconceptions are unjustified beliefs about a topic. Nonetheless, they are pervasive among educational practitioners. Although the internet can be a powerful tool to learn and debunk misconceptions, their use requires competencies like navigating through search engine results pages (SER...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 4; pp. 1 - 19 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=186918286&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 186918286 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2025 vid: 41 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 186918286 186918286 186918286 10.1111/jcal.70091 186918286 ppf: 1 ppct: 18 formats: tig: atl: Eye‐Movement Modelling as a Tool to Foster Digital Reading Competencies and Misconception Change When Reading Webpages in L2. aug: au: do Amaral, Juliana Salmerón, Ladislao Oliveira, Davi Alves affil: Department of Foreign Languages and Literature, Federal University of Santa Catarina, Florianópolis, Brazil sug: subj: Eye Movements Evaluation Reading Methods Reading Evaluation Competency Assessment Digital Technology Utilization World Wide Web Health Beliefs Computer-Assisted Instruction Human Funding Source Male Female Students, Undergraduate Health Knowledge Adolescence Adult Descriptive Statistics Task Performance and Analysis Regression Adolescent: 13-18 years Adult: 19-44 years Male Female ab: Background: Misconceptions are unjustified beliefs about a topic. Nonetheless, they are pervasive among educational practitioners. Although the internet can be a powerful tool to learn and debunk misconceptions, their use requires competencies like navigating through search engine results pages (SERPs), evaluating the reliability of content, and integrating meaning across varied perspectives. Furthermore, as most information on the internet is available in English, L2 readers might face additional barriers, limiting their possibilities to benefit from content debunking misconceptions. Objectives: Our premise was that digital reading competencies could be modelled through videos of eye movements (EMMEs), which would promote misconception change after reading webpages that either corroborated or debunked the Learning Styles (LS) misconception. Methods: Undergraduate students, speakers of English as L2, watched EMMEs or an instructional video, read the webpages while their eye movements were recorded, wrote an essay, and answered a memory task and a misconception posttest. Results and Conclusions: EMMEs had a positive effect on increased time inspecting the SERP, decreased fixation on non‐reliable pages, and misconception change. No effects were found in integrated understanding, nor on source memory. Although L2 level predicted performance in the learning measures, it did not mediate the effect of EMMEs on these measures. These results confirm previous research on learning and extend the effects of EMMEs to misconception change in L2 contexts. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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