Cognitive differences between readers attentive and inattentive to task-related information: an eye-tracking study

Abstract

Purpose

Attentive to task-related information is the prerequisite for task completion. Comparing the cognition between attentive readers (AR) and inattentive readers (IAR) is of great value for improving reading services which has seldom been studied. To explore their cognitive differences, this study investigates the effectiveness, efficiency and cognitive resource allocation strategy by eye-tracking technology.

Design/methodology/approach

A controlled user study of two types of task, fact-finding (FF) and content understanding (CU) tasks was conducted to collect data including answer for task, fixation duration (FD), fixation count (FC), fixation duration proportion (FDP), and fixation count proportion (FCP). 24 participants were placed into AR or IAR group according to their fixation duration on paragraphs related to task.

Findings

Two types of cognitive resource allocation strategies, question-oriented (QO) and navigation-assistant (NA) were identified according to the differences in FDP and FCP. In FF task, although QO strategy was applied by the two groups, AR group was significantly more effective and efficient. In CU task, although the two groups were similar in effectiveness and efficiency, AR group promoted their strategies to NA while IAR group sticked to applying QO strategy. Furthermore, an interesting phenomenon “win by uncertainty”, which implies IAR group may get correct answer through uncertain means, such as clue, domain knowledge or guess, rather than task-related information, was observed.

Originality/value

This study takes a deep insight into cognition from the prospect of attentive and inattentive to task-related information. Identifying indicators about cognition helps to distinguish attentive and inattentive readers in various tasks automatically. The cognitive resource allocation strategy applied by readers sheds new light on reading skill training. A typical reading phenomenon “win by uncertainty” was found and defined. Understanding the phenomenon is of great value for satisfying reader information need and enhancing their deep learning.

Citation

Chen, J., Zhang, L. and Qian, W. (2023), "Cognitive differences between readers attentive and inattentive to task-related information: an eye-tracking study", Aslib Journal of Information Management, Vol. 75 No. 5, pp. 917-939. https://doi.org/10.1108/AJIM-01-2022-0007