Visual distractions effects on reading in digital environments: A comparison of first and second English language readers

Reading in digital environments can be very distracting. Using eye-tracking technology, we investigate if text readability affects distraction rate, eye movements, and reading comprehension in a visually distracting digital environment. We compared an easy-to-read text and a hard-to-read text on both first language English (L1) readers and second language English (L2) readers. Text readability was measured using the standard readability formulas such as the Flesch-Kincaid Grade level. Results show that text readability does cause different eye movements and produce reading comprehension results that deviate from what is normally expected. Readers are affected more by the distractions when reading easy-toread text compared to when reading hard-to-read text. Furthermore, L2 readers are affected more than L1 readers. These findings can be used in the design of eLearning materials when distractions cannot be overcome.