閱讀目標對國小四年級學生多文本閱讀整合歷程的影響：來自眼動和熵分析的證據

How Reading Goals Affect the Integration Process During Fourth Graders' Multiple Texts reading: Evidence from Eye Fixations and Entropy Analysis

本研究旨在探討閱讀目標對四年級學生多文本理解的影響，包括報告出的心智表徵和在線認知歷程。透過眼球追蹤技術，我們提出三個研究問題，以深入了解年輕讀者在多文本理解中的跨文本整合情況。四年級學生（共39名）在單一電腦螢幕上閱讀一組多文本環境下，完成了一般閱讀目標（GRG）和整合閱讀目標（IRG）任務。本研究使用線性混合模型來分析閱讀目標和理解能力對於生成跨文本和內部文本想法單位的影響，以及其對學生眼球運動軌跡的影響，並使用熵（entropy）測量來捕捉學生在閱讀多篇文本時的跨文本整合行為中的差異。IRG所產生的跨文本表徵數高於GRG。理解能力與生成跨文本和文本內的表徵數顯著相關，且在文本內表徵中與閱讀目標產生交互作用。此外，在IRG條件下的學生顯示出更高的熵值、更短的注視持續時間和更多的往回閱讀概率，這些特點與跨兩篇文本的信息整合處理密切相關。總之，本研究對於理解閱讀目標和理解能力如何影響年輕讀者的多文本理解提供了新的資料與見解。

This study aimed to investigate the effect of reading goals on fourth-grade students’multiple text comprehension, both offline representations and online processes. Using eye-tracking, we addressed three research questions to gain better understanding of young readers’cross-text integration in multiple text comprehension. Fourth graders (N=39) completed general reading goal (GRG) and integrated reading goal (IRG) blocks, reading a set of multiple texts presented on a single computer screen on each trial. Linear mixed models were utilized to analyze the effects of reading goals and comprehension ability on the generation of inter- and intra-textual idea units, as well as on students’eye movements. Entropy measures were used to capture differences in students’cross-textual integrating behaviors during multiple-text reading. IRG resulted higher inter-textual idea units than GRG. Comprehension ability was significantly associated with the generation of inter- and intra-textual idea units and interacted with reading goals in intra-textual idea units. In addition, students in the IRG condition showed higher entropy values, shorter fixation durations, and more go-past probabilities, specifically linked to integrative processing of information across the two texts. In conclusion, our study contributes to the understanding of how reading goals and comprehension ability affect multiple text comprehension among young readers.