Reading Games and Metacognition: An Embodied View of Reading Comprehension

Cimpian, Mihaela (2024) Reading Games and Metacognition: An Embodied View of Reading Comprehension. Research Master thesis, Research Master.

Text Reading Games and Metacognition An Embodied View of Reading Comprehension _Mihaela Cimpian S4501373.pdf Restricted to Repository staff only Download (854kB)

Abstract

In this study we extend the “Reading Games” theory proposed by Sebastian Wallot (2014), by looking at the role of metacognition in structuring the reading process, from an embodied cognition perspective. For this, we explored the relationship between patterns of spatio-temporal dynamics of eye-movements recorded during reading, and reader metacognition and comprehension. We predicted that the eye-movement dynamics will differ between groups and conditions. To test this, we recruited 21 participants (16 undergraduates and 5 PhD students) who were required to read three texts with increasing difficulties. We computed Reccurence Quantification Analysis (RQA) based on the eye-movement data and compared metrices derived from this analysis. We recorded a significant interaction effect between metacognition and text in predicting the Entropy of the eye-movements. This suggests that metacognition might play a role in creating a more adaptive coupling between reader and text. Lastly, in this paper we discuss theoretical implications of conducting reading research by analyzing body movements, such as eye-movements, with the help of methods derived from Complex Dynamics Systems theory.

Item Type:	Thesis (Research Master)
Supervisor name:	Jonge-Hoekstra, L. de and Cox, R.F.A.
Degree programme:	Research Master
Differentiation route:	Education and Development [Research Master]
Date Deposited:	02 Apr 2024 09:53
Last Modified:	02 Apr 2024 09:53
URI:	http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/3269

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