Learning to Integrate Text and Picture in Processing Illustrated Science Texts through Eye-Movement Modeling

This study used eye movement modeling examples (EMME) to extend current research on processing and learning from illustrated science text. Seventy-three seventh graders were randomly assigned to the modeling and non-modeling conditions to investigate whether (1) those with the opportunity to observe a model’s eye movements while reading an illustrated text, show greater integrative processing in their own reading and (2) learn more from text. Findings reveal that the students who observed the model’s visual behavior showed greater integrative processing of text and picture. They made more transitions from one representation to the other and strategically spent longer reinspecting the picture while rereading the text. These students also outperformed those in the control condition in the transfer of knowledge task.