An eye-tracking study on text accessibility and comprehension in university students

Accessible reading is a crucial aspect of both social equity and digital education, highlighted by legislation such as the European Accessibility Act and the Americans with Disabilities Act. In this regard, Easy-to-Read (E2R) recommendations aim to enhance text comprehension, particularly for individuals with cognitive or linguistic needs, but evidence is still limited regarding whether these adaptations also benefit the general population. This study investigated the effect of different text formats on accessibility and reading comprehension among Spanish university students, using eye-tracking technology. Twenty-four young participants without cognitive disabilities read texts under three conditions: Hard-to-Read (serif font, justified text, high contrast); Control (sans-serif font, left-aligned, standard spacing); and Easy-to-Read (greater spacing, optimised contrast, icons for information organisation). Comprehension was assessed through multiple-choice questions, and eye-tracking data were collected. The results revealed no significant differences in comprehension between conditions, although E2R scores tended to be higher. Eye-tracking showed that Hard-to-Read texts required longer reading times and more fixations, indicating greater cognitive effort, while the E2R format led to shorter fixations and larger saccades, suggesting more efficient visual processing. Overall, E2R modifications, though originally developed for individuals with cognitive needs, may also enhance accessibility for the young population.