The Role of Informative Narrative and Expository Text Types in Comprehension, Cognitive processing and Topic Interest : An eye-tracking analysis

Abstract

Research on reading comprehension has often compared narrative and expository text types, with many studies suggesting that narratives support better comprehension and learning outcomes. However, little attention has been given to informative narratives, a hybrid genre that combines factual content with narrative structure. Previous studies on informative narratives have found no clear advantage over expository texts, and none have examined the online processing of such texts using eye-tracking methods. This study combines eye-tracking measures with comprehension questions to examine the impact of text type (informative narrative vs. expository) on readers’ comprehension and cognitive processing. Comprehension outcomes are assessed through comprehension questions, while cognitive processing is captured via eye-tracking data. The goal is to determine whether differences in cognitive demands between the two text types are reflected in both comprehension accuracy and eye movement patterns. In addition, the study evaluates readers’ interest in the topic using a topic-interest questionnaire. Data were analyzed using Linear Mixed Models (LMMs), with Area-of-Interest (AOI) analyses focused on the overall text as well as key target sentences containing key scientific content. The study included five commonly used eye-tracking measures including both early and late measures to investigate possible differences in cognitive processing between text types. No significant differences were found in comprehension or eye movement measures between text types. However, informative narratives significantly reduced topic interest compared to expository texts, and higher topic familiarity was linked to lower interest. Additionally, participants with greater exposure to narrative texts showed less efficient comprehension and made shorter fixations in both early and late measures (e.g., gaze duration and total reading time).