Publication at Faculty of Mathematics and Physics |
2023
Abstract
Using eye tracking, we observed the strategies of 15 high school students while reading textbook text accompanied either by a question answered directly in it, or related to it but answered implicitly or only related in theme. We then watched their gaze plots and qualitatively compared the different strategies both groups used while viewing the material. 4 main strategies of working with the material emerged.
We will also show some of the indicators of cognitive processes of students reading.