科學圖文閱讀眼動研究之系統回顧

A Systematic Review of Eye-Tracking Studies on Text-Diagram Science Reading

本研究之目的在於系統性地回顧近30年來（1990年-2020年5月）科學圖文閱讀的眼動研究，綜整文獻上科學圖文閱讀的歷程與樣態。579篇英文及33篇中文論文經標題摘要與全文檢視兩階段篩選，共51篇（含55個研究）納入本回顧，以質性綜整後歸納為兩大主題：認知歷程與介入設計。認知歷程的研究主要探討讀者（如年齡、能力等）及閱讀材料（如難度、順序等）對閱讀歷程的影響；介入設計的研究主要是材料操弄（如空間接近原則、信號原則等）與教學介入（如圖文閱讀策略、眼動楷模示範等）。研究結果顯示，在科學文本中添加圖像通常會影響讀者的視覺行為，但未必保證好的學習表現。整體而言讀者主要以文字驅動閱讀行為，而歷程中重視圖像以及圖文參照的讀者，通常閱讀表現較佳；材料特徵經常與讀者特徵有交互作用；部分讀者特徵因子（如能力與先備知識）可能對眼動型態與學習表現產生調節效果。教學介入亦會影響讀者的眼動型態，如：增加圖文整合、投注更多認知資源解碼圖片，進而提升閱讀理解。而材料操弄的效果不定，通常有信號、物理整合的材料會增加凝視與參照，且學習效果較好，但仍需考量讀者特徵（如年齡）以及不同研究操弄的細節。最後，本文亦針對未來研究方向與實務應用提供建議。

Text and diagrams are frequently presented together in science textbooks and popular science articles. Text is used to describe concepts, and diagrams contain visual and spatial information depicting conceptual relationships, object structures, and developmental processes. Two primary theoretical models have been widely adopted by researchers in the domain of text–diagram comprehension: Mayer’s cognitive theory of multimedia learning (CTML; Mayer, 2005, 2014) and Schnotz’s integrated model of text and picture comprehension (ITPC; Schnotz & Bannert, 2003; Schnotz et al., 2014). In contrast to findings of benefits associated with Mayer’s“multimedia principle”(Mayer, 2005, 2014), several studies have documented neutral or negative learning effects from studying images (McTigue, 2009; Segers et al., 2008). Previous literature reviews on text–diagram reading have either been published more than 10 years ago (Carney & Levin, 2002; Phillips et al., 2010; Vekiri, 2002) or mostly focused on offline outcome measures (Carney & Levin, 2002; Guo et al., 2020; Phillips et al., 2010; Schnotz, 2014), which may not reflect the complexity of text–diagram processing. Empirical evidence of eye movements during text–diagram reading has been obtained in several studies, but no systematic review has been conducted to synthesize these findings.