The aim of this study was to explore the effect of computer-mediated dictionaries on word meaning acquisition. Through analyzing the reading processes recorded by eye-tracking and the self-reported degree of cognitive load, we investigated learners' cognitive processes in meaning finding, and how they spent their mental effort on the dictionary content. The results showed that the readers using click-on and key-in dictionaries had no significant difference in the performances of word meaning test, in the fixation duration, and in mental effort spent on the dictionary content. However, readers using key-in dictonary had significantly higher average numbers of transitions between reading text and dictionary content than the ones who used click-on dictionary.
|已發佈 - 2012
|20th International Conference on Computers in Education, ICCE 2012 - Singapore, 新加坡
持續時間: 2012 11月 26 → 2012 11月 30
|20th International Conference on Computers in Education, ICCE 2012
|2012/11/26 → 2012/11/30
ASJC Scopus subject areas