ru
Back
DOI: 10.17586/1023-5086-2018-85-08-95-98
УДК: 612.8, 374.31, 009.4
Optimization of site content in the learning process
Full text «Opticheskii Zhurnal»
Full text on elibrary.ru
Publication in Journal of Optical Technology
Шелепин Е.Ю. Оптимизация контента сайта в обучающем процессе // Оптический журнал. 2018. Т. 85. № 8. С. 95–98. http://doi.org/10.17586/1023-5086-2018-85-08-95-98
Shelepin E.Yu. Optimization of site content in the learning process [in Russian] // Opticheskii Zhurnal. 2018. V. 85. № 8. P. 95–98. http://doi.org/10.17586/1023-5086-2018-85-08-95-98
E. Yu. Shelepin, "Optimization of site content in the learning process," Journal of Optical Technology. 85(8), 521-523 (2018). https://doi.org/10.1364/JOT.85.000521
The aim of the study is to optimize the content in the learning process to increase the effectiveness of learning by matching it with perception, attention, and reading. The results obtained indicate that the format of the visual display of text affects the characteristics of reading. In addition, the influence of font images, word length, and frequency of word usage on oculomotor activity (number of fixations, number of views, and view length) are shown. Differences in the visual formats of texts are also evident in reading comprehension and when comparing both the indirect evaluations (the shingles method) and the self-evaluations of the subjects. Furthermore, according to the indicators of self-evaluation and reading speed, the standard text format shows greater efficiency. Moreover, it is shown that the coloring of fragments of the text accelerates the reading process. This is consistent with the data indicating that the isolation of syllables (coloring) makes the task of reading easier for children with dyslexia.
vision, content, sites, text, reading, perception optimization, dyslexia
Acknowledgements:The research was supported by the Program of Fundamental Scientific Research of State Academies for 2013–2020 (GP-14, section 63).
1. The federal list of textbooks recommended for use in the implementation of general education programs, http://www.fpu.edu.ru.
2. A. L. Rumyantseva, “Influence of attention properties on the performance of junior schoolchildren,” Kontsept 18, 36–40 (2015), https://e-koncept.ru/2015/95159.htm.
3. E. G. Kapitanets and G. B. Brezhneva, “Study of the effect of the attention properties of 10–11 year old schoolchildren on academic achievement,” Kul’t. Obraz. Teor. Prakt. 1, 44–48 (2016).
4. R. Kliegl, E. Grabner, M. Rolfs, and R. Engbert, “Length, frequency, and predictability effects of words on eye movements in reading,” Eur. J. Cognit. Psychol. 16(1–2), 262–284 (2004), https://www.tandfonline.com/doi/abs/10.1080/09541440340000213.
5. A. Korneev, E. Matveeva, and T. Akhutina, “Silent reading in Russian primary schoolchildren: an eye tracking study,” Psychol. J. Higher School Econ. 14(2), 219–235 (2017), https://psy-journal.hse.ru/2017-14-2/207750172.html.
6. S. P. Tiffin-Richards and S. Schroeder, “Word length and frequency effects on children’s eye movements during silent reading,” Vis. Res. 113, 33–43 (2015).
7. A. M. Lamminpiya, O. V. Zashchirinskaya, and Yu. E. Shelepin, “Study of oculomotor reactions in reading and comprehension of fairy tales,” Peterb. Psikhol. Zh. 8, 1–16 (2014), http://ppj.spbu.ru/index.php/psy/article/viewFile/63/40.
8. O. N. Lyashevskaya and S. A. Sharov, Frequency Dictionary of the Modern Russian Language (on the Materials of the National Corpus of the Russian Language) (Azbukovnik, Moscow, 2009).
9. M. Luckiesh and F. Moss, Reading as a Visual Task (Chapman & Hall, London, 1942).
10. L. N. Gassovskiı˘ and V. G. Samsonova, The Eye and Ways to Improve the Effectiveness of Its Function (VOOMP Redizdat, Leningrad, 1934).
11. B. Pinna, E. Y. Shelepin, and K. Deiana, “Chromatic accentuation in dyslexia: useful implications for effective assistive technology,” in IEEE International Symposium: Video and Audio Signal Processing in the Context of Neurotechnology (St.-Petersburg, Russia, 2016), pp. 34–36.