The Eye Movement Research Of College School Students’ Multimedia Retrieval Behavior

With the growing number of multi-media reading material on the Internet, it’s much easier for college students to retrieve and learn knowledge. Although some researches on multimedia retrieval behaviors have done domestically and overseas, most of them focus on the macro level rather than the micro retrieval behavior. What’s more, the researches focused on external eye movement characteristics of the subject and few researches on internal cognition have done either.In combination with some existing eye-movement achievements, this research selects web-multimedia with linking type, content integration type(The content integration in this research refers to content classification) and clue type as the research content. Some related reading materials in Science Museums of China are selected to design eye-movement experiment and make experimental materials as order. Two experiments are made to university students with Tobii T120 eye-movement instrument. Experiment I explores the students’ eye-movement feature of retrieval behaviors under the interaction effect of different liking type and content integration type. Experiment II explores the students’ eye-movement feature of retrieval behaviors under the interactive effect of different liking type and clue type. The results of research are as follows:1. When college students retrieve information in multimedia reading materials with or without a linking, they show no obvious differences on fixations duration and fixation count. The retrieval behaviors are similar.2. Being with the content classification and integration, college students have fewer fixations duration and fixation count when the without content classification. They retrieve faster when the content is classified.3. College students show no obvious differences on fixations duration and fixation count when text clues, pictures clues and no clues exist. Exact behaviors are as follows: Being under clue retrieval, they have fewer fixations duration and fixation count than being under no-clue retrieval. They retrieve faster when clues exist. What’s more, compared with text clues, fixations duration and fixation count are paid and faster search is done when picture clues exist.4. There’s no interactive effect on college students when linking type and classification-integration type combine.5. There’s no interactive effect on college students when linking type and clue research type combine.In conclusion, according to the research result, the writer provides a guiding idea on retrieval strategies of college students’ reading multimedia materials.