The effect of colour on reading performance in children, measured by a sensor hub: From the perspective of gender
In recent decades reported findings regarding gender differences in reading achievement, cognitive abilities and maturation process in boys and girls are conflicting. As reading is one of the most important processes in the maturation of an individual, the aim of the study was to better understand g...
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| description | In recent decades reported findings regarding gender differences in reading achievement, cognitive abilities and maturation process in boys and girls are conflicting. As reading is one of the most important processes in the maturation of an individual, the aim of the study was to better understand gender differences between primary school students. The study evaluates differences in Heart Rate Variability (HRV), Electroencephalography (EEG), Electrodermal Activities (EDA) and eye movement of participants during the reading task. Taking into account that colour may affect reading skills, in that it affects the emotional and physiological state of the body, the research attempts to provide a better understanding of gender differences in reading through examining the effect of colour, as applied to reading content. The physiological responses of 50 children (25 boys and 25 girls) to 12 different background and overlay colours of reading content were measured and summarised during the reading process. Our findings show that boys have shorter reading duration scores and a longer Saccade Count, Saccade Duration Total, and Saccade Duration Average when reading on a coloured background, especially purple, which could be caused by their motivation and by the type of reading task. Also, the boys had higher values for the Delta band and the Whole Range of EEG measurements in comparison to the girls when reading on coloured backgrounds, which could reflect the faster maturation of the girls. Regarding EDA measurements we did not find systematic differences between groups either on white or on coloured/overlay background. We found the most significant differences arose in the HRV parameters, namely (SDNN (ms), STD HR (beats/min), RMSSD (ms), NN50 (beats), pNN50 (%), CVRR) when children read the text on coloured/overlay backgrounds, where the girls showed systematically higher values on HRV measurements in comparison to the boys, mostly with yellow, red, and orange overlay colours. |
| doi_str_mv | 10.1371/journal.pone.0252622 |
| format | Article |
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As reading is one of the most important processes in the maturation of an individual, the aim of the study was to better understand gender differences between primary school students. The study evaluates differences in Heart Rate Variability (HRV), Electroencephalography (EEG), Electrodermal Activities (EDA) and eye movement of participants during the reading task. Taking into account that colour may affect reading skills, in that it affects the emotional and physiological state of the body, the research attempts to provide a better understanding of gender differences in reading through examining the effect of colour, as applied to reading content. The physiological responses of 50 children (25 boys and 25 girls) to 12 different background and overlay colours of reading content were measured and summarised during the reading process. Our findings show that boys have shorter reading duration scores and a longer Saccade Count, Saccade Duration Total, and Saccade Duration Average when reading on a coloured background, especially purple, which could be caused by their motivation and by the type of reading task. Also, the boys had higher values for the Delta band and the Whole Range of EEG measurements in comparison to the girls when reading on coloured backgrounds, which could reflect the faster maturation of the girls. Regarding EDA measurements we did not find systematic differences between groups either on white or on coloured/overlay background. We found the most significant differences arose in the HRV parameters, namely (SDNN (ms), STD HR (beats/min), RMSSD (ms), NN50 (beats), pNN50 (%), CVRR) when children read the text on coloured/overlay backgrounds, where the girls showed systematically higher values on HRV measurements in comparison to the boys, mostly with yellow, red, and orange overlay colours.</description><identifier>ISSN: 1932-6203</identifier><identifier>EISSN: 1932-6203</identifier><identifier>DOI: 10.1371/journal.pone.0252622</identifier><identifier>PMID: 34125863</identifier><language>eng</language><publisher>United States: Public Library of Science</publisher><subject><![CDATA[Biology and Life Sciences ; Child ; Children ; Children & youth ; Cognition ; Cognition & reasoning ; Cognitive ability ; Color ; Color Perception - physiology ; Data acquisition ; Demographic aspects ; Developmental stages ; Editing ; Educational aspects ; EEG ; Electrical engineering ; Electrocardiography ; Electrocardiography - instrumentation ; Electrocardiography - methods ; Electrocardiography - statistics & numerical data ; Electroencephalography ; Electroencephalography - instrumentation ; Electroencephalography - methods ; Electroencephalography - statistics & numerical data ; Elementary school students ; Experiments ; Eye movements ; Eye Movements - physiology ; Female ; Females ; Galvanic Skin Response - physiology ; Gender ; Gender differences ; Girls ; Humans ; Hypotheses ; Informatics ; Keyboards ; Language ; Learning ; Male ; Males ; Measurement ; Medicine and Health Sciences ; Memory ; Methodology ; People and Places ; Physiology ; Psychological aspects ; Psychological research ; Psychophysiology - instrumentation ; Psychophysiology - methods ; Psychophysiology - statistics & numerical data ; Reading ; Reading comprehension ; Reading skills ; Research and Analysis Methods ; Reviews ; Saccades - physiology ; Sensors ; Sex differences (Psychology) ; Sex Factors ; Skills ; Social Sciences ; Statistical analysis ; Students ; Students - statistics & numerical data ; Time Factors ; Tracking systems ; Visual perception]]></subject><ispartof>PloS one, 2021-06, Vol.16 (6), p.e0252622</ispartof><rights>COPYRIGHT 2021 Public Library of Science</rights><rights>2021 Jakovljević et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><rights>2021 Jakovljević et al 2021 Jakovljević et al</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c692t-484826d837441017f77260895c942ddadfa0a84bab2d64c19206112e2eb6db4e3</citedby><cites>FETCH-LOGICAL-c692t-484826d837441017f77260895c942ddadfa0a84bab2d64c19206112e2eb6db4e3</cites><orcidid>0000-0002-9666-7824</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC8202909/pdf/$$EPDF$$P50$$Gpubmedcentral$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC8202909/$$EHTML$$P50$$Gpubmedcentral$$Hfree_for_read</linktohtml><link.rule.ids>230,314,727,780,784,864,885,2102,2928,23866,27924,27925,53791,53793</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/34125863$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><contributor>M, Murugappan</contributor><creatorcontrib>Jakovljević, Tamara</creatorcontrib><creatorcontrib>Janković, Milica M</creatorcontrib><creatorcontrib>Savić, Andrej M</creatorcontrib><creatorcontrib>Soldatović, Ivan</creatorcontrib><creatorcontrib>Mačužić, Ivan</creatorcontrib><creatorcontrib>Jakulin, Tadeja Jere</creatorcontrib><creatorcontrib>Papa, Gregor</creatorcontrib><creatorcontrib>Ković, Vanja</creatorcontrib><title>The effect of colour on reading performance in children, measured by a sensor hub: From the perspective of gender</title><title>PloS one</title><addtitle>PLoS One</addtitle><description>In recent decades reported findings regarding gender differences in reading achievement, cognitive abilities and maturation process in boys and girls are conflicting. As reading is one of the most important processes in the maturation of an individual, the aim of the study was to better understand gender differences between primary school students. The study evaluates differences in Heart Rate Variability (HRV), Electroencephalography (EEG), Electrodermal Activities (EDA) and eye movement of participants during the reading task. Taking into account that colour may affect reading skills, in that it affects the emotional and physiological state of the body, the research attempts to provide a better understanding of gender differences in reading through examining the effect of colour, as applied to reading content. The physiological responses of 50 children (25 boys and 25 girls) to 12 different background and overlay colours of reading content were measured and summarised during the reading process. Our findings show that boys have shorter reading duration scores and a longer Saccade Count, Saccade Duration Total, and Saccade Duration Average when reading on a coloured background, especially purple, which could be caused by their motivation and by the type of reading task. Also, the boys had higher values for the Delta band and the Whole Range of EEG measurements in comparison to the girls when reading on coloured backgrounds, which could reflect the faster maturation of the girls. Regarding EDA measurements we did not find systematic differences between groups either on white or on coloured/overlay background. 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methods</subject><subject>Electrocardiography - statistics & numerical data</subject><subject>Electroencephalography</subject><subject>Electroencephalography - instrumentation</subject><subject>Electroencephalography - methods</subject><subject>Electroencephalography - statistics & numerical data</subject><subject>Elementary school students</subject><subject>Experiments</subject><subject>Eye movements</subject><subject>Eye Movements - physiology</subject><subject>Female</subject><subject>Females</subject><subject>Galvanic Skin Response - physiology</subject><subject>Gender</subject><subject>Gender differences</subject><subject>Girls</subject><subject>Humans</subject><subject>Hypotheses</subject><subject>Informatics</subject><subject>Keyboards</subject><subject>Language</subject><subject>Learning</subject><subject>Male</subject><subject>Males</subject><subject>Measurement</subject><subject>Medicine and Health Sciences</subject><subject>Memory</subject><subject>Methodology</subject><subject>People and Places</subject><subject>Physiology</subject><subject>Psychological aspects</subject><subject>Psychological research</subject><subject>Psychophysiology - instrumentation</subject><subject>Psychophysiology - methods</subject><subject>Psychophysiology - statistics & numerical data</subject><subject>Reading</subject><subject>Reading comprehension</subject><subject>Reading skills</subject><subject>Research and Analysis Methods</subject><subject>Reviews</subject><subject>Saccades - physiology</subject><subject>Sensors</subject><subject>Sex differences (Psychology)</subject><subject>Sex Factors</subject><subject>Skills</subject><subject>Social Sciences</subject><subject>Statistical analysis</subject><subject>Students</subject><subject>Students - statistics & numerical data</subject><subject>Time Factors</subject><subject>Tracking systems</subject><subject>Visual perception</subject><issn>1932-6203</issn><issn>1932-6203</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>DOA</sourceid><recordid>eNqNk1Fr1TAUx4sobk6_gWhgIArea5KmaeODMIbTwWCg09eQJqe9ubTJXdIO9-3N3e3GrexB-tCS_v6_k5z2ZNlrgpckL8mntR-DU91y4x0sMS0op_RJdkhEThec4vzp3vNB9iLGNcZFXnH-PDvIGaFFxfPD7PpqBQiaBvSAfIO075IWeYcCKGNdizYQGh965TQg65Be2c4EcB9RDyqOAQyqb5FCEVz0Aa3G-jM6C75HQ_KmbNwks72BrbwFZyC8zJ41qovwarofZb_Ovl6dfl9cXH47Pz25WGgu6LBgFasoN1VeMkYwKZuypBxXotCCUWOUaRRWFatVTQ1nmgiKOSEUKNTc1Azyo-ztzrvpfJRTt6KkBcMlIZyWiTjfEcartdwE26twK72y8m7Bh1aqMFjdgdRFTYQpgZSKMyGMEBg4GF4pyEve1Mn1Zao21j0YDW4IqptJ52-cXcnW38iKYiqwSIL3kyD46xHiIHsbNXSdcuDHu32TnBIseEKP_0EfP91EtSodwLrGp7p6K5UnnBdEcEq2ZZePUOky0Fudfq3GpvVZ4MMskJgB_gytGmOU5z9__D97-XvOvttjV6C6YRV9Nw7WuzgH2Q7UwccYoHloMsFyOxn33ZDbyZDTZKTYm_0P9BC6H4X8L17eCAY</recordid><startdate>20210614</startdate><enddate>20210614</enddate><creator>Jakovljević, Tamara</creator><creator>Janković, Milica M</creator><creator>Savić, Andrej M</creator><creator>Soldatović, Ivan</creator><creator>Mačužić, Ivan</creator><creator>Jakulin, Tadeja Jere</creator><creator>Papa, Gregor</creator><creator>Ković, Vanja</creator><general>Public Library of Science</general><general>Public Library of Science (PLoS)</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>IOV</scope><scope>ISR</scope><scope>3V.</scope><scope>7QG</scope><scope>7QL</scope><scope>7QO</scope><scope>7RV</scope><scope>7SN</scope><scope>7SS</scope><scope>7T5</scope><scope>7TG</scope><scope>7TM</scope><scope>7U9</scope><scope>7X2</scope><scope>7X7</scope><scope>7XB</scope><scope>88E</scope><scope>8AO</scope><scope>8C1</scope><scope>8FD</scope><scope>8FE</scope><scope>8FG</scope><scope>8FH</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABJCF</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ARAPS</scope><scope>ATCPS</scope><scope>AZQEC</scope><scope>BBNVY</scope><scope>BENPR</scope><scope>BGLVJ</scope><scope>BHPHI</scope><scope>C1K</scope><scope>CCPQU</scope><scope>D1I</scope><scope>DWQXO</scope><scope>FR3</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>H94</scope><scope>HCIFZ</scope><scope>K9.</scope><scope>KB.</scope><scope>KB0</scope><scope>KL.</scope><scope>L6V</scope><scope>LK8</scope><scope>M0K</scope><scope>M0S</scope><scope>M1P</scope><scope>M7N</scope><scope>M7P</scope><scope>M7S</scope><scope>NAPCQ</scope><scope>P5Z</scope><scope>P62</scope><scope>P64</scope><scope>PATMY</scope><scope>PDBOC</scope><scope>PIMPY</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PTHSS</scope><scope>PYCSY</scope><scope>RC3</scope><scope>7X8</scope><scope>5PM</scope><scope>DOA</scope><orcidid>https://orcid.org/0000-0002-9666-7824</orcidid></search><sort><creationdate>20210614</creationdate><title>The effect of colour on reading performance in children, measured by a sensor hub: From the perspective of gender</title><author>Jakovljević, Tamara ; Janković, Milica M ; Savić, Andrej M ; Soldatović, Ivan ; Mačužić, Ivan ; Jakulin, Tadeja Jere ; Papa, Gregor ; Ković, Vanja</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c692t-484826d837441017f77260895c942ddadfa0a84bab2d64c19206112e2eb6db4e3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Biology and Life Sciences</topic><topic>Child</topic><topic>Children</topic><topic>Children & youth</topic><topic>Cognition</topic><topic>Cognition & reasoning</topic><topic>Cognitive ability</topic><topic>Color</topic><topic>Color Perception - 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Academic</collection><collection>PubMed Central (Full Participant titles)</collection><collection>DOAJ Directory of Open Access Journals</collection><jtitle>PloS one</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Jakovljević, Tamara</au><au>Janković, Milica M</au><au>Savić, Andrej M</au><au>Soldatović, Ivan</au><au>Mačužić, Ivan</au><au>Jakulin, Tadeja Jere</au><au>Papa, Gregor</au><au>Ković, Vanja</au><au>M, Murugappan</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The effect of colour on reading performance in children, measured by a sensor hub: From the perspective of gender</atitle><jtitle>PloS one</jtitle><addtitle>PLoS One</addtitle><date>2021-06-14</date><risdate>2021</risdate><volume>16</volume><issue>6</issue><spage>e0252622</spage><pages>e0252622-</pages><issn>1932-6203</issn><eissn>1932-6203</eissn><abstract>In recent decades reported findings regarding gender differences in reading achievement, cognitive abilities and maturation process in boys and girls are conflicting. As reading is one of the most important processes in the maturation of an individual, the aim of the study was to better understand gender differences between primary school students. The study evaluates differences in Heart Rate Variability (HRV), Electroencephalography (EEG), Electrodermal Activities (EDA) and eye movement of participants during the reading task. Taking into account that colour may affect reading skills, in that it affects the emotional and physiological state of the body, the research attempts to provide a better understanding of gender differences in reading through examining the effect of colour, as applied to reading content. The physiological responses of 50 children (25 boys and 25 girls) to 12 different background and overlay colours of reading content were measured and summarised during the reading process. Our findings show that boys have shorter reading duration scores and a longer Saccade Count, Saccade Duration Total, and Saccade Duration Average when reading on a coloured background, especially purple, which could be caused by their motivation and by the type of reading task. Also, the boys had higher values for the Delta band and the Whole Range of EEG measurements in comparison to the girls when reading on coloured backgrounds, which could reflect the faster maturation of the girls. Regarding EDA measurements we did not find systematic differences between groups either on white or on coloured/overlay background. We found the most significant differences arose in the HRV parameters, namely (SDNN (ms), STD HR (beats/min), RMSSD (ms), NN50 (beats), pNN50 (%), CVRR) when children read the text on coloured/overlay backgrounds, where the girls showed systematically higher values on HRV measurements in comparison to the boys, mostly with yellow, red, and orange overlay colours.</abstract><cop>United States</cop><pub>Public Library of Science</pub><pmid>34125863</pmid><doi>10.1371/journal.pone.0252622</doi><tpages>e0252622</tpages><orcidid>https://orcid.org/0000-0002-9666-7824</orcidid><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1932-6203 |
| ispartof | PloS one, 2021-06, Vol.16 (6), p.e0252622 |
| issn | 1932-6203 1932-6203 |
| language | eng |
| recordid | cdi_plos_journals_2540711627 |
| source | MEDLINE; DOAJ Directory of Open Access Journals; Public Library of Science (PLoS) Journals Open Access; EZB-FREE-00999 freely available EZB journals; PubMed Central; Free Full-Text Journals in Chemistry |
| subjects | Biology and Life Sciences Child Children Children & youth Cognition Cognition & reasoning Cognitive ability Color Color Perception - physiology Data acquisition Demographic aspects Developmental stages Editing Educational aspects EEG Electrical engineering Electrocardiography Electrocardiography - instrumentation Electrocardiography - methods Electrocardiography - statistics & numerical data Electroencephalography Electroencephalography - instrumentation Electroencephalography - methods Electroencephalography - statistics & numerical data Elementary school students Experiments Eye movements Eye Movements - physiology Female Females Galvanic Skin Response - physiology Gender Gender differences Girls Humans Hypotheses Informatics Keyboards Language Learning Male Males Measurement Medicine and Health Sciences Memory Methodology People and Places Physiology Psychological aspects Psychological research Psychophysiology - instrumentation Psychophysiology - methods Psychophysiology - statistics & numerical data Reading Reading comprehension Reading skills Research and Analysis Methods Reviews Saccades - physiology Sensors Sex differences (Psychology) Sex Factors Skills Social Sciences Statistical analysis Students Students - statistics & numerical data Time Factors Tracking systems Visual perception |
| title | The effect of colour on reading performance in children, measured by a sensor hub: From the perspective of gender |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-22T04%3A29%3A06IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-gale_plos_&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=The%20effect%20of%20colour%20on%20reading%20performance%20in%20children,%20measured%20by%20a%20sensor%20hub:%20From%20the%20perspective%20of%20gender&rft.jtitle=PloS%20one&rft.au=Jakovljevi%C4%87,%20Tamara&rft.date=2021-06-14&rft.volume=16&rft.issue=6&rft.spage=e0252622&rft.pages=e0252622-&rft.issn=1932-6203&rft.eissn=1932-6203&rft_id=info:doi/10.1371/journal.pone.0252622&rft_dat=%3Cgale_plos_%3EA665196219%3C/gale_plos_%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2540711627&rft_id=info:pmid/34125863&rft_galeid=A665196219&rft_doaj_id=oai_doaj_org_article_c5b19d7e17a6499d990e6ed68ae376fb&rfr_iscdi=true |