使用ReadAlyzer建構臺灣國小學童閱讀眼球運動模式

Establishing the ocular movement model by using ReadAlyzer of elementary school students in Taiwan.

詹益智(I-Chih Chan)

指導教授 ： 蘇國禎

中山醫學大學/醫學科技學院/生物醫學科學學系碩士班/碩士(2013年)

https://doi.org/10.6834/CSMU.2013.00068

摘要

本研究的目的是使用ReadAlyzer閱讀眼球運動分析儀，對於臺灣國小學童，閱讀繁體中文時，眼球運動模式參數分析，並建構繁體中文之閱讀眼球運動模式分析基準值。在國小三到六年級的622位學童當中，經篩選合格有75位（僅占總數的12.06%）進行閱讀眼球運動模式參數（固視次數、回視次數、固視間期、閱讀速率）分析。
結果顯示在固視次數與回視次數，依年級的增加而減少（三到六年級的固視次數平均值分別是：112.64、116.68、90.47與76.68；回視次數平均值分別是：28.79、25.26、20與15.32）；在三到六年級固視間期的平均值時間分別為0.4114、0.3047、0.2906與0.3060秒；在閱讀速率方面，依年級的增加而增加（三到六年級的閱讀速率平均值分別是：181.86、223.84、271.53與291.52,）。此外，眼動參數與視覺機能之間達到顯著相關的項目有：躍視(r=0.376~0.446, p=0.013 ~ 0.037), 聚合近點破裂與回復 (r=0.496~0.648 , p=0.006~0.036)。本實驗眼動模式參數與原廠基準值相比，亦達顯著之差異，固視次數(t= -2.761~ -7.265, p=0.000~ 0.016)，回視次數(t= -2.962~ -4.988, p=0.000 ~0.009)，固視間期(t=3.49~3.565, p=0.002~0.003)，閱讀速率(t=3.537~ 5.131, p=0.000~0.003)。
本論文是臺灣首創使用Readalyzer 閱讀眼球運動分析儀，作為研究儀器，也是首次以國小學童的雙眼視覺機能為基礎，進行閱讀眼球運動模式的分析。在閱讀眼球運動模式的參數（固視次數、回視次數、固視間期、閱讀速率）與原廠基準值相比，有許多項目達顯著之差異，上述結果顯示閱讀繁體中文與英文或其他拼音系統是有很大的差異性。此外，在學童雙眼視覺異常的比例有83.74%，這偏高的比例，也是我們必須特別關注的議題。

關鍵字

閱讀 ； 眼球運動 ； 雙眼視覺 ； 國小學童 ； Morgan值 ； Readalyzer ； Visagraph

並列摘要

The purpose of the study was to analyze and to establish the ocular movement model by using Readalyzer of elementary school students in Taiwan.
Among 622 grade 3rd to 6th elementary school students; there were only 75 (12.06% of total)qualified cases who passed most of the screening items. Researchers Used Readalyzer to record the eye movement, like fixations, regressions, fixation duration, and reading rate) when students were reading.
Results indicated that the age or grade-dependent increase, students’ fixations times decrease from grade 3rd to 6th at 112.64, 116.68,90.47, and 76.68, respectively. The number of regression/100 words also decreased from 3rd to 6th Grades at 28.79, 25.26, 20, and 15.32, respectively. So did the fixation duration changing from 3rd to 6th Grades at 0.4114, 0.3047, 0.2906, and 0.3060 sec, respectively. At the same time, the reading rate increased from 3rd to 6th Grades at 181.86, 223.84, 271.53, and 291.52, respectively. In addition, these reading eye movement parameters were significantly correlated with binocular horizontal movements, such as saccade (r=0.376~0.446, p=0.013~0.037), NPC break and recovery (r=0. 496~0. 648 , p=0.006~0.036). The data were also compared with English reading, and significant difference was noted in fixation (t=-2.761~ -7.265, p=0.000~0.016), regression (t= -2.962~ -4.988, p=0.000~ 0.009), fixation duration (t=3.49~3.565, p=0.002~0.003), and the reading rate (t=3.537~ 5.131, p=0.000~0.003).
The study is the first time to analyze students’ ocular movement by using Readalyzer in Taiwan, and it is also the first time to investigate the correlation between ocular movement and binocular visual function. Further onwards, researchers compared our data with English version, it appeared much difference between fixations, regressions, fixation duration, and reading rate. It meant that the patterns of reading Mandarin Chinese is very different from reading English or other alphabetic system. Moreover, we need to take notice of high proportion (83.74%) of abnormal binocular visual function.

並列關鍵字

Reading ； Ocular movement ； Binocular vision ； Elementary school students ； Morgan’s table ； Readalyzer ； Visagraph

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