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. 2020 Aug 7;20(16):4422.
doi: 10.3390/s20164422.

Mind Mapping Training's Effects on Reading Ability: Detection Based on Eye Tracking Sensors

Ting Liu  1   2 , Takaya Yuizono  1
Affiliations

Mind Mapping Training's Effects on Reading Ability: Detection Based on Eye Tracking Sensors

Ting Liu et al. Sensors (Basel). .

Abstract

As a reading comprehension strategy, mind mapping has a positive influence on the development of students' reading ability. However, how mind mapping affects reading ability has not been well documented. In this study, we used eye tracking sensors to explore mind mapping's effects on reading ability. The participants were foreign language learning university students in Dalian city, China. One group received foreign language reading teaching integrated with mind mapping training (experimental group), and the other group received regular foreign language reading teaching (control group). We analyzed eye movement indicators, including fixation-related indicators (number of fixations, fixation frequency, and mean fixation duration), regression count, saccade amplitude, and pupil diameter. In addition, the analysis of heat maps and fixation trajectory maps, which are specific tool for visualization of eye movement data and intuitive analysis of reading process, were explained. The results show that the number of fixations, fixation frequency, mean fixation duration, and regression count in the experimental group were all lower than in the control group, and the pupil diameter was larger than in the control group. The heat map and fixation trajectory map show convergence, mostly focusing on the position of keywords and key sentences, with relatively large saccade amplitude and more information obtained by one gaze. Moreover, they had a higher skipping reading rate, which enhanced reading speed to obtain information accurately and quickly. These empirical results indicate that mind mapping training was an effective method for improving students' reading ability.

Keywords: eye movement indicators; eye tracking; mind mapping; reading ability.

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Conflict of interest statement

The authors declare no conflict of interest.

Figures

Figure 1
Figure 1
Schematic diagram.
Figure 2
Figure 2
Experimental set-up.
Figure 3
Figure 3
Schematic diagram of a heat map.
Figure 4
Figure 4
Schematic diagram of a fixation trajectory map.
Figure 5
Figure 5
Statistical comparison of number of fixations, fixation frequency, mean fixation duration, regression count, and saccade amplitude for the two groups. (a) number of fixations; (b) fixation frequency; (c) mean fixation duration; (d) regression count; (e) saccade amplitude; and (f) pupil diameter.
Figure 6
Figure 6
Text Areas 1 and 2 in four Japanese reading articles.
Figure 7
Figure 7
Heat map of the two groups in four Japanese reading articles.
Figure 8
Figure 8
Statistical comparison of mean fixation duration on Text Areas 1 and 2 for the two groups.
Figure 9
Figure 9
Fixation trajectory map of the two groups in four Japanese reading articles.
Figure 10
Figure 10
Statistical comparison of the number of fixations and saccade amplitude on four Japanese reading articles for the two groups: (a) number of fixations; and (b) saccade amplitude.
Figure 11
Figure 11
Proportion of skipping reading in the two groups.
See this image and copyright information in PMC

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