Global ETD Search

1	Exploring International ESL Students’ On-Screen Reading Behaviors with Two Academic Reading Purposes Chou, I-Chia 08 September 2009 (has links) No description available. Education Language Literacy Technology on-screen reading ESL graduate students English for Academic Purposes reading behaviors L2 reading
2	Efektivní čtení z klasických a elektronických dokumentů / Effective reading of classical and digital documents Krejčí, Jana January 2011 (has links) The objective of this thesis is to clarify the term efective reading and what belongs to this topic, also to explore how the meaning of this term changes in the field of the electronic documents. This work also examines the reader's options of working with text and his view in this matter. Eye movements are analysed in first chapter. The term efective reading and its related concepts are analysed in chapter two. Third chapter is dealing with efective screen reading and characteristics of electronic texts. The possibilities of user work with texts on e- book readers and software e-book readers are examined in fourth chapter. Fifth chapter assesses online e-book readers. Questionnaire survey concerning reading of electronic documents is evaluated in chapter six.
3	Optimising the usability of content rich e-learning material: an eye tracking experiment Mpofu, Bongeka 11 1900 (has links) This research was aimed at the optimisation of the usability of content-rich computer and mobile based e-learning material. The goal was to preserve the advantages of paper based material in designing optimised modules that were mobile and computer-based, but at the same time avoiding the pitfalls of converting traditional paper based learning material for use on screen. A mobile eye tracker was used to analyse how students studied similar course content on paper, and on mobile device. Screen based eye tracking was also used to analyse how participants studied corresponding content on a desktop screen. Eye movements which were recorded by an eye tracker revealed the sequences of fixations and saccades on the text that was read by each participant. By analysing and comparing the eye gaze patterns of students reading the same content on three different delivery platforms, the differences between these platforms were identified in terms of their delivery of content rich, text based study material. The results showed that more students read online content on a computer screen than on mobile devices. The inferential analysis revealed that the differences in reading duration, comprehension, linearity and fixation count on the three platforms were insignificant. There were significant differences in saccade length. This analysis was used to identify strong aspects of the respective platforms and consequently derive guidelines for using these aspects optimally to design content rich material for delivery on computer screen and mobile device. The limitations of each platform were revealed and guidelines for avoiding these were derived / Computing / M.A. (Computing) Distance education E-learning Learning theories On-screen reading Eye tracking Human computer interaction Usability Navigation Optimisation Duration Linearity 004.019 Human-computer interaction Eye tracking--Research Visual perception User interfaces (Computer systems) Telephone in education Mobile computing Educational innovations--South Africa Education, Higher--South Africa Educational technology--South Africa Open learning--Technological innovations
4	Using eye tracking to optimise the usability of content rich e-learning material / Optimising the usability of content rich e-learning material: an eye tracking experiment Mpofu, Bongeka 11 1900 (has links) This research was aimed at the optimisation of the usability of content-rich computer and mobile based e-learning material. The goal was to preserve the advantages of paper based material in designing optimised modules that were mobile and computer-based, but at the same time avoiding the pitfalls of converting traditional paper based learning material for use on screen. A mobile eye tracker was used to analyse how students studied similar course content on paper, and on mobile device. Screen based eye tracking was also used to analyse how participants studied corresponding content on a desktop screen. Eye movements which were recorded by an eye tracker revealed the sequences of fixations and saccades on the text that was read by each participant. By analysing and comparing the eye gaze patterns of students reading the same content on three different delivery platforms, the differences between these platforms were identified in terms of their delivery of content rich, text based study material. The results showed that more students read online content on a computer screen than on mobile devices. The inferential analysis revealed that the differences in reading duration, comprehension, linearity and fixation count on the three platforms were insignificant. There were significant differences in saccade length. This analysis was used to identify strong aspects of the respective platforms and consequently derive guidelines for using these aspects optimally to design content rich material for delivery on computer screen and mobile device. The limitations of each platform were revealed and guidelines for avoiding these were derived / Computing / M. Sc. (Computing) Distance education E-learning Learning theories On-screen reading Eye tracking Human computer interaction Usability Navigation Optimisation Duration Linearity 004.019 Human-computer interaction Eye tracking--Research Visual perception User interfaces (Computer systems) Telephone in education Mobile computing Educational innovations--South Africa Education, Higher--South Africa Educational technology--South Africa Open learning--Technological innovations

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