Abstract
E-dictionaries applications (apps) have been widely used as tools for language learning. There has been little experimental research examining what learners focus or learn when they use the e-dictionaries, although some studies have looked at the user satisfaction and feature requirements of e-dictionaries. This current study used eye-tracking technology to examine what information the participants paid attention to, and how the participants processed information when using e-dictionaries. Fifteen college students participated in the study. The participants were asked to fill a survey and then to view eight vocabulary interfaces from three e-dictionaries. The participants’ eye fixations and viewing paths suggested that the interface layouts of the e-dictionaries affected their attention and displaying patterns. The eye-tracking data by the participants, however, did not match with the reported data filled out by the participants. Detailed results and implications for design and learning are discussed.
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Acknowledgments
Thanks are due to for funding by Anhui provincial research projects (foundation NO.: 2015zdjy115, SK2015A632, SK2017ZD42 & SK2017A0015), the Chinese Science Funding for Post-doctors (foundation NO.: 2018m630092), and the National Key Research and Development Program of China (foundation NO.: 2017YFC0704100)
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Zhai, X., Meng, N., Yuan, J., Yang, Y., Lin, L. (2018). Exploring Learners’ Cognitive Behavior Using E-dictionaries: An Eye-Tracking Approach. In: Wu, TT., Huang, YM., Shadiev, R., Lin, L., Starčič, A. (eds) Innovative Technologies and Learning. ICITL 2018. Lecture Notes in Computer Science(), vol 11003. Springer, Cham. https://doi.org/10.1007/978-3-319-99737-7_16
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DOI: https://doi.org/10.1007/978-3-319-99737-7_16
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