When and how learners engage with source information in digital multiple-text reading: effects of task instruction and text trustworthiness from eye-tracking technology
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Attention concentrated on answer or content areas, with source cues largely neglected, may indicate limited source awareness and shallower evidential judgment.
“Conversely, attention concentrated on answer or content areas, with source cues largely neglected, may indicate limited source awareness and shallower evidential judgment. This interpretation follows prior work on online source evaluation and gaze-based indicators of credibility assessment (Gottschling and Kammerer, 2021; Guan and Lin, 2025; Tsai et al., 2022).”
From Responsible use of generative AI in Chinese vocational education: eye-tracking evidence on source verification and immediate near-transfer across three information-seeking conditions (2026) · cites this paper as Guan and Lin, 2025
Learners with stronger digital literacy are more likely to inspect authorship, provenance, publication date, citation cues, and the location of supporting evidence rather than attending only to main content.
“Learners with stronger digital literacy are more likely to inspect authorship, provenance, publication date, citation cues, and the location of supporting evidence rather than attending only to main content.”
From Responsible use of generative AI in Chinese vocational education: eye-tracking evidence on source verification and immediate near-transfer across three information-seeking conditions (2026) · cites this paper as Guan and Lin, 2025
Cites
Relevance and Goal-Focusing in Text Processing
McCrudden, M. T., & Schraw, G. (2007) · Educational Psychology Review · doi:10.1007/s10648-006-9010-7 · Cited by 372 · see citing works
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Ma, J., Yue, H., & Li, X. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1946196
- Authors
- Guan, Z.-H., & Lin, S. S. J.
- Affiliations
- National Yang Ming Chiao Tung University (TW)
- Corresponding author
- Lin, Sunny S.J.
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2025-10
- Volume
- 236
- Pages
- 105362
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W4410452762
- Cited by
- 7
- References
- 1
- Citations by year
- 2026: 6 · 2025: 1
- FWCI
- 7.70
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Computers & Education (publishedVersion)
- Funders
- Ministry of Science and Technology, Taiwan (NSTC 111-2410-H-A49 -017 -MY3)
- National Science and Technology Council (112-2410-H-A49 -017 -MY3, NSTC 113-2424-H-A49 -002)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Literacy, Media, and Education
- Keywords
- digital reading, source evaluation, task instructions, re-reading, eye movements, source information, text integration, summary writing, argumentative writing, AI-generated content, referencing, connectives, click behavior, university students
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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