Investigating multiple-text reading process under high and low topic familiarity using eye-tracking technology: Which task instruction is more effective?

Information literacy is crucial in learning from multiple digital texts. Understanding when and how cognitive processes are taxed in developing information literacy is urgent. Previous research mainly used log data, think-aloud protocols, or note-taking to explore digital reading processes, but fine-grained cognitive processes need further investigation. This study combines eye-tracking technology, click times, and essay writing to examine in-depth multiple-text reading. Forty post-secondary novices read multiple history texts and wrote essays expressing their opinions. They read two topics—one familiar and one unfamiliar—and were instructed to write either an argument or a summary. Each topic had four texts connected through hyperlinks, including three paragraphs: background, source, and content. Eye-movement data revealed that during early reading, novices allocated attention to different paragraphs depending on the task instruction. For the familiar topic, the argument group selectively reread content paragraphs longer for integration, while the summary group evenly distributed rereading time across paragraphs. Both groups had more source-content back-and-forth saccade counts. The argument group had more click times for hyperlink selection than the summary group. In their essays, the argument group produced more text-based inferences and higher-quality writing for both topics. Conversely, the summary group demonstrated the poorest comprehension quality for the familiar topic. This study provides educators with guidance on selecting appropriate reading materials for diverse students. Educators may assign argumentative tasks for familiar topics to deepen comprehension, and summary tasks for unfamiliar topics to reduce cognitive load and support learning. These insights contribute to cultivating information literacy through multiple-text reading.