Research On Information Positioning Ability Of Primary School Students In Digital Reading

Digital reading literacy is an important indicator to measure the quality and level of reading,which affects primary school students’ ability to learn knowledge and recognize the world.It is the core of all other learning abilities.Chinese children’s digital reading literacy has not attracted enough attention,especially the lack of research on information positioning ability in digital reading.The ability of information positioning in digital reading is an important part of digital reading literacy.It is very important to evaluate the ability of information positioning in digital reading and improve it strategically.Based on mature digital reading literacy assessment materials,this paper selects literary texts and informational texts to design eye-tracking experiments to evaluate primary school students’ information retrieval ability,text positioning ability and text navigation ability.Among them,text positioning includes discontinuous text positioning and continuous text positioning,and text navigation includes multi-page navigation,website label navigation and hyperlink navigation.The main purpose of the experiment is to compare the differences between the eye movement characteristics of primary school students reading literary texts and informative texts,and analyze the eye movement characteristics and reading strategies of primary school students with high and low information positioning ability,as well as the relationship between eye movement characteristics and reading performance.The subjects were 18 primary students in grades three to five,nine boys and nine girls.The observation method and the thinking aloud method were used in the experiment,and the whole experimental process was recorded on video.After the experiment,the primary school students were interviewed face to face based on the interview frame prepared in advance.Seven eye movement indicators were selected,including average fixation duration(AFD),total fixation duration(TFD),fixation count(FC),average saccade amplitude(ASA),average pupil size(APS),heat map(HM)and saccade path(SP).The weights of the first five indicators were calculated by the entropy weight method,and those with high weights and strong explanatory power were taken as key analysis indicators.Finally,combined with eye movement indicators,observation and interview results,based on multimedia learning theory and cognitive load theory,this paper analyzes and evaluates primary school students’ information retrieval ability,text positioning ability and text navigation ability.The results show that the TFD and FC in literary text retrieval were smaller than those in informational text retrieval.The APS with correct literary text retrieval had more FC,smaller AFD and ASA.Primary school students with correct informational text retrieval had larger AFD and smaller ASA.Evaluation results of non-continuous text positioning: the ASA,TFD,FC and APS literary texts were smaller than that of informational texts;the AFD and TC of primary school students with correct positioning of literary texts were higher,the ASA and APS were smaller;the AFD,TFD and ASA with correct informational text positioning were larger.Evaluation results of continuous text positioning: the TFD and FC of literary texts were larger than that of informative texts,and the ASA was opposite;primary school students who performed better in literary text positioning had smaller AFD and TFD,and larger APS;primary school students who performed better in informational text positioning had smaller AFD,TFD and APS.Primary school students with correct multi-page navigation had higher ASA,APS,FC and smaller AFD.The TFD and ASA with correct website label navigation were much smaller than those with wrong website label navigation,but the AFD and APS were opposite.Primary school students with correct hyperlink navigation had smaller ASA,longer AFD,and smaller difference in APS.It is suggested to guide primary school students to carry out information retrieval practice and cultivate their information retrieval consciousness and information retrieval skills.Carry out digital reading activities of discontinuous text,guide primary school students to comprehensively analyze the text,picture,list and other information in the text according to the presentation form of discontinuous text,and improve their ability to discontinuous text positioning.It is necessary to strengthen primary school students’ concentration in digital reading,cultivate their consciousness of thinking and improve their ability of text comprehension.For different digital reading materials,scientific reading habits and strategies can improve reading performance.Primary school students generally lack digital reading experience,especially the use of website label and hyperlinks.Therefore,it is necessary to encourage primary school students to practice digital reading and strengthen the cultivation of skills related to the use of digital technology.