복합양식 텍스트 읽기 과정에 대한 시선추적 양상연구 : 그래픽 노블과 그림책을 중심으로
Eye-tracking Study on Students' Reading Process of Multimodal Texts: Focusing on Graphic Novels and Picturebooks
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참고문헌
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초록
The purpose of this study was to compare and analyze the gaze movement patterns of sixthgradeelementary school students while reading multimodal texts—graphic novels andpicturebooks—in order to investigate their reading strategies and meaning-making processes. A crossover experimental design was employed in which the same participants read bothtypes of texts. Quantitative and qualitative data were collected using an eye-tracking device,focusing on gaze path, heatmap, and areas of interest (AOI), and were supplemented byretrospective think-aloud interviews. The analysis of gaze paths revealed that during graphic novel reading, students followed astructured pattern in line with the sequential flow between speech balloons and images,indicating a text-centered information processing tendency. In contrast, during picturebookreading, students exhibited more fluid gaze patterns led by image exploration, highlightingthe construction of meaning through the interaction between visual and verbal information. Heatmap analysis showed strong fixation on speech balloon texts and characters’ faces ingraphic novels, whereas in picturebooks, fixations were concentrated on text and imagesmarking narrative transitions. In AOI analysis, the text area in graphic novels showedthe highest dwell time and number of fixations, while in picturebooks, significant gazedistribution was also observed in image areas related to the text. Interpreting these results through Serafini’s (2012) reader resource theory for successfulmultimodal text reading, readers of graphic novels primarily activated roles as "navigators"and "designers," whereas readers of picturebooks more prominently exhibited the roles of"interpreters" and "navigators." This study provides an empirical, process-oriented approachto multimodal text reading and offers meaningful implications for reading education andresearch in multimodal literacy by identifying genre-specific differences in informationintegration strategies.
Abstract
The purpose of this study was to compare and analyze the gaze movement patterns of sixthgradeelementary school students while reading multimodal texts—graphic novels andpicturebooks—in order to investigate their reading strategies and meaning-making processes. A crossover experimental design was employed in which the same participants read bothtypes of texts. Quantitative and qualitative data were collected using an eye-tracking device,focusing on gaze path, heatmap, and areas of interest (AOI), and were supplemented byretrospective think-aloud interviews. The analysis of gaze paths revealed that during graphic novel reading, students followed astructured pattern in line with the sequential flow between speech balloons and images,indicating a text-centered information processing tendency. In contrast, during picturebookreading, students exhibited more fluid gaze patterns led by image exploration, highlightingthe construction of meaning through the interaction between visual and verbal information. Heatmap analysis showed strong fixation on speech balloon texts and characters’ faces ingraphic novels, whereas in picturebooks, fixations were concentrated on text and imagesmarking narrative transitions. In AOI analysis, the text area in graphic novels showedthe highest dwell time and number of fixations, while in picturebooks, significant gazedistribution was also observed in image areas related to the text. Interpreting these results through Serafini’s (2012) reader resource theory for successfulmultimodal text reading, readers of graphic novels primarily activated roles as "navigators"and "designers," whereas readers of picturebooks more prominently exhibited the roles of"interpreters" and "navigators." This study provides an empirical, process-oriented approachto multimodal text reading and offers meaningful implications for reading education andresearch in multimodal literacy by identifying genre-specific differences in informationintegration strategies.