{"id":{"repo_id":"uoit","oai_identifier":"oai:ontariotechu.scholaris.ca:10155/1685"},"canonical_url":"https://search.dev.ndltd.org/etd/uoit/oai:ontariotechu.scholaris.ca:10155/1685","repository":{"repo_id":"uoit","name":"Ontario Institute of Technology","base_url":"https://ontariotechu.scholaris.ca/server/oai/request"},"display":{"title":"Gloss positioning for a gaze aware L2 reading aid","abstract":"An important aspect of language learning is reading texts written in the learner’s second language (L2). However, reading can be a daunting task for language learners, as text may contain a large amount of unknown vocabulary. We developed a gaze-informed application that has the ability to augment articles with information about the text during reading, dynamically providing overlaid captions – or glosses – interlinearly, in the right margin, and a combination of both glosses. To test the usability of each type of gloss, we ran participant studies (N=19) with French learners where marginal glosses led to an increase in vocabulary matching scores (p<.01). We found that gloss positioning preferences mainly depend on L2 proficiency, with intermediate learners preferring marginal glosses and beginner learners preferring interlinear and combination of both glosses. Overall, participants all found that glossed text was helpful, but personal goals and L2 proficiencies affected gloss preferences.","abstract_html":"An important aspect of language learning is reading texts written in the learner’s second language (L2). However, reading can be a daunting task for language learners, as text may contain a large amount of unknown vocabulary. We developed a gaze-informed application that has the ability to augment articles with information about the text during reading, dynamically providing overlaid captions – or glosses – interlinearly, in the right margin, and a combination of both glosses. To test the usability of each type of gloss, we ran participant studies (N=19) with French learners where marginal glosses led to an increase in vocabulary matching scores (p<.01). We found that gloss positioning preferences mainly depend on L2 proficiency, with intermediate learners preferring marginal glosses and beginner learners preferring interlinear and combination of both glosses. Overall, participants all found that glossed text was helpful, but personal goals and L2 proficiencies affected gloss preferences.","abstract_has_math":false,"creators":["Zhao, Zixin"],"institution":"University of Ontario Institute of Technology","degree_name":"Master of Science (MSc)","degree_level":null,"degree_discipline":"Computer Science","degree_department":null,"school":null,"contributors":[],"advisors":["Collins, Christopher"],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-08-01","date_published":"2023-08-01","updated_at":"2026-07-24T05:35:28Z","subjects":["Human-computer interaction","Language learning","Eye tracking"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10155/1685","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Collins, Christopher"]},{"key":"dc:creator","label":"Author","values":["Zhao, Zixin"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2023-08-29T20:13:36Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2023-08-29T20:13:36Z"]},{"key":"dc:date.issued","label":"Date","values":["2023-08-01"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Computer Science"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science (MSc)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Ontario Institute of Technology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Human-computer interaction","Language learning","Eye tracking"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10155/1685"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["An important aspect of language learning is reading texts written in the learner’s second language (L2). However, reading can be a daunting task for language learners, as text may contain a large amount of unknown vocabulary. We developed a gaze-informed application that has the ability to augment articles with information about the text during reading, dynamically providing overlaid captions – or glosses – interlinearly, in the right margin, and a combination of both glosses. To test the usability of each type of gloss, we ran participant studies (N=19) with French learners where marginal glosses led to an increase in vocabulary matching scores (p<.01). We found that gloss positioning preferences mainly depend on L2 proficiency, with intermediate learners preferring marginal glosses and beginner learners preferring interlinear and combination of both glosses. Overall, participants all found that glossed text was helpful, but personal goals and L2 proficiencies affected gloss preferences."]},{"key":"dc:title","label":"Title","values":["Gloss positioning for a gaze aware L2 reading aid"]}]}],"canonical_facts":{"dc:contributor.advisor":["Collins, Christopher"],"dc:creator":["Zhao, Zixin"],"dc:date.accessioned":["2023-08-29T20:13:36Z"],"dc:date.available":["2023-08-29T20:13:36Z"],"dc:date.issued":["2023-08-01"],"dc:description.abstract":["An important aspect of language learning is reading texts written in the learner’s second language (L2). However, reading can be a daunting task for language learners, as text may contain a large amount of unknown vocabulary. We developed a gaze-informed application that has the ability to augment articles with information about the text during reading, dynamically providing overlaid captions – or glosses – interlinearly, in the right margin, and a combination of both glosses. To test the usability of each type of gloss, we ran participant studies (N=19) with French learners where marginal glosses led to an increase in vocabulary matching scores (p<.01). We found that gloss positioning preferences mainly depend on L2 proficiency, with intermediate learners preferring marginal glosses and beginner learners preferring interlinear and combination of both glosses. Overall, participants all found that glossed text was helpful, but personal goals and L2 proficiencies affected gloss preferences."],"dc:identifier.uri":["https://hdl.handle.net/10155/1685"],"dc:language.iso":["en"],"dc:subject":["Human-computer interaction","Language learning","Eye tracking"],"dc:title":["Gloss positioning for a gaze aware L2 reading aid"],"dc:type":["Thesis"],"thesis:degree_discipline":["Computer Science"],"thesis:degree_name":["Master of Science (MSc)"],"thesis:institution_name":["University of Ontario Institute of Technology"]},"updated_at":"2026-07-24T05:35:28Z"}