1. THE RELEVANCE OF ATTENTION FOR SELECTING NEWS CONTENT AN EYE-TRACKING STUDY ON ATTENTION PATTERNS IN THE RECEPTION OF PRINT AND ONLINE MEDIA Prepared by: Doaa Fathallah Rady

2. INTRODUCTION The study aimed for "examining the instructional programs and testing how far there is coordination between schools, the programs, and the students’ needs for an instructional television programs".

3. Article review The study aimed for "examining the instructional programs and testing how far there is coordination between schools, the programs, and the students’ needs for an instructional television programs".

4. Eye-movements, attention, and selectivity Previous Studies (media- oriented): Used eye-tracking to know entry points and reading paths in the page and how the newspaper design is friendly to the reader. This study is reception-oriented: Focusing on the relation between the reader and media based on the concepts of attention and selection.

5. Eye-movements, attention, and selectivity Selection (Three-dimensional concept): 1. Selective attention 2. Selective perception 3. Selective retention This study focuses on Selective attention

6. Eye-movements, attention, and selectivity Selective attention indicator is Eye movements through Behavioral indicators (mimic and gesture) Proactive indicators “actions” (cursor moves, scrolling, clicking, turning over a page) Utterances (comments from the thinking aloud method) Strategies of problem-solving (back navigation, repeated reading, asking questions)

7. Eye-movements, attention, and selectivity Fixations and saccades: Fixations are periods when the eye is focusing on certain point. They indicate the areas of attention. Saccades are the eye’s jumps from one fixated area to the next.

8. Results: 1 st Study

9. media users do have a wide-ranging strategic control over their attention and selection processes the two modes led to very different patterns of attention The different patterns of attention prove that, depending upon the recipient’s intention, different schemata are at work in selecting the relevant aspects of the stimulus.

10. Results: 2 nd Study

11. METHOD OF DATA GATHERING The study applied the descriptive approach. And "The data gathering process is divided into two categories. The first method includes in- depth interviews and focus groups; while the second method is a Critical Discourse Analysis (CDA)".

12. FOCUS GROUPS results In the three Aided Focus Groups with Primary Stage Students, "The researcher noticed that the first primary students were the most excited about the programs". While, students of "the third primary were less excited, then fifth primary students were the least excited about the programs". She interpreted the reason behind this finding to the students' interest in movies and soap- operas. In the three Non Aided Focus Groups with Students, "none of the students in the second primary group knew about the instructional programs or could even imagine a teacher explaining on television". Although what they mentioned, "they watch cartoon, Moga Comedy Channel and other satellite channels". "Few of the fourth primary students knew a little about the instructional programs". "The sixth primary students were a little more familiar with the concept than the younger ages" as they "watched the instructional programs at least once before".

13. IN- DEPTH INTERVIEWS results "The researcher interviewed five mothers, 6 experts in media and education and six Teachers. The most important conclusion provided in the study is that "The parties involved in the learning environment of the learner do not complement each other and there is no coordination between them".

14. CRITICAL DISCOURSE ANALYSIS results Regarding, the interactivity level of the instructional programs in Egypt: The technique of asking questions during the program directed to the students was used in 57% of the programs. None of the programs used the techniques of assigning a certain task or an assignment, or giving feedback.

15. RECOMMENDATIONS & SUGGESTIONS The researcher provided some recommendations as: One way of presenting the instructional material is presenting it in an entertaining way for the students to have a motive to watch the programs without getting bored. Also, there is a need for an awareness campaign for the students and their parents about the instructional programs. The instructional channels are to be monitored by an independent entity.

16. weaknessesStrengths Comparison points Without main research question She developed 11 research questions Research question But didn’t write the in- depth interview sample She wrote the focus groups and the critical discourse sample sample some of the studies were old dated to the extent one of them was in 1965 Literature review But the researcher used a lot of descriptive words that need to be more academic Was Clear and attractive Writing style Suggestion: I strongly support the researcher suggestion about "conduct a comparative study between the instructional programs and Sesame Street, as a successful model".