This study extends research on multiple-text comprehension, as revealed in an argumentation essay, by examining process data while reading webpages on a debated issue. We focused on the contribution of two types of process data: emotional arousal and processing time. Forty-six seventh graders read four webpages varying for reliability and position while their heart rate and eye fixations were registered. Results showed that the higher the emotional reaction to the reading material, the longer its processing. A regression analysis revealed the control variables of prior knowledge, reading comprehension, and working memory as positive predictors of argumentation, and emotional arousal and eye-fixation as negative predictors. A three-term interaction between emotional arousal, eye fixations, and type of webpage also predicted argumentation.
Process data while reading webpages: role of emotional arousal and eye fixations in argumentation
Zaccoletti S.;Scrimin S.;Tornatora M. C.;Mason L.
2018
Abstract
This study extends research on multiple-text comprehension, as revealed in an argumentation essay, by examining process data while reading webpages on a debated issue. We focused on the contribution of two types of process data: emotional arousal and processing time. Forty-six seventh graders read four webpages varying for reliability and position while their heart rate and eye fixations were registered. Results showed that the higher the emotional reaction to the reading material, the longer its processing. A regression analysis revealed the control variables of prior knowledge, reading comprehension, and working memory as positive predictors of argumentation, and emotional arousal and eye-fixation as negative predictors. A three-term interaction between emotional arousal, eye fixations, and type of webpage also predicted argumentation.
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