Exploring learners’ cognitive behavior using E-dictionaries: An eye-tracking approach

Abstract

E-dictionaries applications (apps) have been widely used as tools for language learning. There has been little experimental research examining what learners focus or learn when they use the e-dictionaries, although some studies have looked at the user satisfaction and feature requirements of e-dictionaries. This current study used eye-tracking technology to examine what information the participants paid attention to, and how the participants processed information when using e-dictionaries. Fifteen college students participated in the study. The participants were asked to fill a survey and then to view eight vocabulary interfaces from three e-dictionaries. The participants’ eye fixations and viewing paths suggested that the interface layouts of the e-dictionaries affected their attention and displaying patterns. The eye-tracking data by the participants, however, did not match with the reported data filled out by the participants. Detailed results and implications for design and learning are discussed.