The Effects of Bionic Reading on EFL Learners' Academic English Reading: Evidence From Behavioural and Eye-Tracking Studies

IF 5.7 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2026-10-09 DOI:10.1002/jcal.70354

Yizhen Wang, Jinpeng Chen, Wei Zheng

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引用次数: 0

Abstract

Background

Academic reading in a foreign language poses significant challenges, often increasing cognitive load and reducing reading efficiency. Bionic Reading (BR), a visual input enhancement tool, has emerged as a potential strategy to support readers by guiding the eyes through optimized text formatting. However, empirical evidence regarding the effects of BR on English as a Foreign Language (EFL) learners, particularly in the context of academic reading, remains limited.

Objectives

This study aimed to investigate the effects of BR on the academic reading performance and cognitive load of EFL learners with different proficiencies. Specifically, it explored BR's influence on behavioural reading measures and eye movement patterns.

Methods

Two experiments were conducted. Experiment 1 assessed the impact of BR on behavioural outcomes, including reading comprehension accuracy, reading time, and cognitive load. Experiment 2 employed eye-tracking technology to examine the effects of BR on eye-tracking metrics such as fixation duration, regression path duration, and regression-out counts. Additionally, follow-up interviews were conducted to explore participants' perceptions and attitudes toward BR.

Results

BR significantly improved reading comprehension accuracy and reduced total fixation duration, regression path duration, and regression-out counts, indicating enhanced reading efficiency and reduced cognitive load. Interview findings revealed that most participants reported positive attitudes toward BR and expressed a willingness to integrate it into their future reading and language learning activities.

Conclusions

Digital tools like BR have great potential to enhance academic reading performance and reduce cognitive load among EFL learners. These results provide preliminary evidence for the development of personalized reading support technologies in language education and highlight BR's promise as a supportive aid for improving reading skills.

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仿生阅读对英语学习者学术英语阅读的影响：来自行为和眼动研究的证据

外语学术阅读带来了巨大的挑战，往往会增加认知负荷，降低阅读效率。仿生阅读（Bionic Reading， BR）是一种视觉输入增强工具，它可以通过优化的文本格式来引导眼睛，从而为读者提供支持。然而，关于BR对作为外语的英语学习者的影响，特别是在学术阅读的背景下，经验证据仍然有限。目的探讨BR对不同水平英语学习者学术阅读成绩和认知负荷的影响。具体来说，它探讨了BR对行为阅读测量和眼动模式的影响。方法进行两项实验。实验1评估了BR对行为结果的影响，包括阅读理解准确性、阅读时间和认知负荷。实验2采用眼动追踪技术，考察脑记忆对眼球追踪指标的影响，如注视时间、回归路径持续时间和回归出局数。此外，还进行了随访访谈，以探讨参与者对BR的看法和态度。结果BR显著提高了阅读理解的准确性，减少了总注视时间、回归路径持续时间和回归输出次数，提高了阅读效率，减少了认知负荷。访谈结果显示，大多数参与者对BR持积极态度，并表示愿意将其纳入未来的阅读和语言学习活动中。结论BR等数字工具在提高英语学习者的学术阅读成绩和减轻认知负荷方面具有很大的潜力。这些结果为语言教育中个性化阅读支持技术的发展提供了初步证据，并突出了BR作为提高阅读技能的辅助手段的前景。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope