Quantifying Cognitive Load during Online Reading Tasks through Eye Tracking Technology and Heat Map Analysis

Abstract

This study examines the impact of digital reading environments on comprehension and reading behaviour with a focus on cognitive load. An example of how this research study uses eye tracking and heat mapping information to understand cognitive load in digital reading tasks is provided. Saccades, fixation duration, and gaze behaviour are recorded and analyzed in different digital reading environments. This research study found that multimedia reading environments induce more cognitive load due to splitting focus and visual complexity. More stable reading behaviour is displayed when reading linear digital texts. Concentrated focus is found in a limited number of more complex reading behaviour regions on the heat map and is correlated with strain. The study further articulates the fixation behaviour of reading behaviour and comprehension, and found that longer, more complex cognitive behaviour demonstrated organized reading patterns. The firm relationship of organized reading behaviour for the expressed comprehension outcome is noted. These research outcomes relate to the provision of digital reading research and the research of the teaching and learning outcomes. The eye tracking and heat mapping of cognitive load reading behaviour dense into digital text provides more understanding and accurate reading behaviour research.