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Regulation of distance to the screen (i.e., head-to-screen distance, fluctuation of head-to-screen distance) has been proved to reflect the cognitive engagement of the reader. However, it is still not clear (a) whether regulation of distance to the screen can be a potential parameter to infer high cognitive load and (b) whether it can predict the upcoming answer accuracy. Configuring tablets or other learning devices in a way that distance to the screen can be analyzed by the learning software is in close reach. The software might use the measure as a person-specific indicator of need for extra scaffolding. In order to better gauge this potential, we analyzed eye-tracking data of children (N = 144, M[subscript age] = 13 years, SD = 3.2 years) engaging in multimedia learning, as distance to the screen is estimated as a by-product of eye tracking. Children were told to maintain a still seated posture while reading and answering questions at three difficulty levels (i.e., easy vs. medium vs. difficult). Results yielded that task difficulty influences how well the distance to the screen can be regulated, supporting that regulation of distance to the screen is a promising measure. Closer head-to-screen distance and larger fluctuation of head-to-screen distance can reflect that participants are engaging in a challenging task. Only large fluctuation of head-to-screen distance can predict the future incorrect answers. The link between distance to the screen and processing of cognitive task can obtrusively embody reader's cognitive states during system usage, which can support adaptive learning and testing.

Despite numerous studies on reading and multimedia comprehension, the usage of text and picture with different reading strategies has rarely become a focus of research. The current study aims to explore whether the usage of text differs from the usage of picture when readers follow different strategies of knowledge acquisition. In a within-subjects design using eye tracking, seventeen secondary school students comprehended blended text and picture materials with three different strategies. (1) Initial coherence-formation strategy, which requires students to process text and picture unguidedly. (2) Consecutive task-oriented strategy, which requires them to gather information to answer the question (which explains the task) provided after prior experience with text and picture. (3) Initial task-oriented strategy, which requires them to comprehend text and picture to solve the task equipped with the prior information about the question from the beginning. Eye tracking data showed that text and picture play different roles in these processing conditions. (1) The results are in line with the assumption that text (rather than picture) is more likely used to construct mental models in initial coherence-formation processing of text and picture. (2) Students seem to primarily rely on the picture to answer the question after the prior experience with the material with consecutive task-oriented strategy. (3) Text and picture are both used heavily when the question is presented first, enabling students to selectively process question-relevant aspects of the material at first contact.