Görsel Dikkatin ve Tipografik İletişimin Dönüşümü: Ekran Üzerinde Okuma
Özet
Dijitalleşmeyle birlikte okuma eylemi, görsel dikkat, bilişsel süreçler ve tipografik iletişim bağlamında yeniden biçimlenmiştir. Geleneksel basılı materyallerin yerini alan dijital ekranlar, bireylerin metinle kurduğu ilişkiyi dönüştürerek, dikkat sürelerinde azalma, anlamlandırma süreçlerinde parçalanma ve yüzeysel okuma eğiliminde artışa neden olmuştur. Kaydırma, tıklama ve tarama gibi ekran temelli etkileşim biçimleri, doğrusal okuma yapılarının yerini çoklu ve kesintili dikkat alanlarına bırakmıştır. Bu dönüşüm, tipografi alanında da yeni gereksinimler doğurmuş; yazı tipi, punto, satır aralığı ve renk kontrastı gibi unsurların okunabilirlik ve dikkat yönetimi üzerindeki belirleyiciliği artmıştır. Ayrıca yapay zekâ ve makine öğrenimi destekli sistemler, kullanıcı davranışlarına göre uyarlanmış dinamik ve kişiselleştirilmiş okuma deneyimlerini mümkün kılarak, tipografik iletişimi daha esnek ve etkileşimli bir yapıya taşımaktadır. Çalışmada, dijital okuma ortamlarının sunduğu olanaklar ve sınırlılıklar çok boyutlu olarak ele alınmakta; görsel dikkat, bilişsel sabır, derin okuma yetisi ve tipografik tasarım ilişkisi bağlamında kapsamlı bir değerlendirme sunulmaktadır.
Referanslar
Akengin, G., Mazlum, H., & Özbek, S. (2018). Tipografide yeni ifade biçimi: Artırılmış gerçeklikte tipografi. ICUHTA 2018: International Congress of Usage of High Technology in Arts . İstanbul: İGÜ YAYINLARI.
Büyükpehlivan, G. A. (2024). The importance and use of typography in print and digital design. Motif Vakfı, 2406-2426.
Baron, N. S. (2015). Words onscreen: The fate of reading in a digital world. Oxford, UK: Oxford University Press.
Benedetto, S., Carbone, A., Drai-Zerbib, V., Pedrotti, M., & Baccino, T. (2013). Effects of luminance and illuminance on visual fatigue and arousal during digital reading. International Journal of Human-Computer Studies, 764–772.
Brooks, D. (2007, Ekim 26). The outsourced brain. New York Times
Brusilovsky, P., & Millán, E. (2007). User models for adaptive hypermedia and adaptive educational systems. P. Brusilovsky, A. Kobsa, & W. Nejdl (Eds.) içinde, The Adaptive Web, Methods and Strategies of Web Personalization. Springer.
Carr, N. (2010). The Shallows: What the internet is doing to our brains. New York: WW Norton.
Clark, A., & Chalmers, D. (1998). The extended mind. Analysis, 7–19.
Delgado, P., Vargas, C., Ackerman, R., & Salmerón, L. (2018). Don't throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension. Educational Research Review, 23-38.
Dillon, A. (1992). Reading from paper versus screens: a critical review of the empirical literature. Ergonomics, 1297-1326.
Duncan, L. G., McGeown, S. P., Griffiths, Y. M., Stothard, S. E., & Dobai, A. (2016). Adolescent reading skill and engagement with digital and tra- ditional literacies as predictors of reading comprehension. British Journal of Psychology, 209–238.
Dyson, M. C., & Haselgrove, M. (2001). The influence of reading speed and line length on the effectiveness of reading from screen. International Journal of Human-Computer Studies, 585-612.
Hakemulder, F., & Mangen, A. (2024). Literary reading on paper and screens: Associations between reading habits and preferences and experiencing meaningfulness. Reading Research Quarterly, 59(1), 57–78.
Hall, R. H., & Hanna, P. (2007). The impact of web page text-background colour combinations on readability, retention, aesthetics and behavioural intention Richard H Hall & Patrick Hanna. Behaviour & Information Technology , 183-195.
Jeong, H. (2012). A comparison of the influence of electronic books and paper books on reading comprehension, eye fatigue, and perception. The Electronic Library, 390–408.
Kintsch, W. (1998). Comprehension: A paradigm for cognition. UK: MA: Cambridge University Press.
Kovac, M. (2022). Okumak nefes almaktır: Dijital çağda kitap okumak için 10 neden. İstanbul: Portakal Kitap.
Lee, Y.-H., & Wu, J.-y. (2013). The indirect effects of online social entertainment and information seeking activities on reading literacy. Com- puters & Education, 168–177.
Levine, L. E., Waite, B. M., & Bowman, L. L. (2007). Electronic media use, reading, and academic distractibility in college youth. . Cyberpsychol- ogy & Behavior, 560–566.
Liu, Z. (2005). Reading behavior in the digital environment changes in reading behavior over the past ten years. Journal of Documentation, 61(6), 700-712.
Lupton, E. (2010). Thinking with Type: A critical guide for designers, writers, editors, & students. New York: Princeton Architectural Press.
Macedo-Rouet, M., Salmerón, L., Ros, C., Pérez, A., Stadtler, M., & Rouet, J.-F. (2020). Are frequent users of social network sites good information evaluators? An investigation of adolescents’ sourcing abilities. Journal for the Study of Education and Development , 101–138.
Mangen, A. (2008). Hypertext fiction reading: haptics and immersion. Journal of Research in Reading, 404–419.
Mangen, A., Walgermo, B. R., & Brønnick, K. (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research, 61-68.
Margolin, S. J., Driscoll, C., Toland, M. J., & Kegler, J. L. (2013). E-readers, computer screens, or paper: Does reading comprehension change across media platforms? Applied Cognitive Psychology, 512-519.
O'Neil, C. (2017). Weapons of math destruction: How big data increases inequality and threatens democracy. . New York: Crown Publishing Group.
Pernice, K. (2017, Kasım 12). F-shaped pattern of reading on the web: Misunderstood, but still relevant (Even on Mobile). NN/g: https://www.nngroup.com/articles/f-shaped-pattern-reading-web-content/
Pernice, K., Whitenton, K., & Nielsen, J. (2018). How people read on the web- the eyetracking evidence. USA: Nielsen Norman Group.
Pfost, M., Dörfler, T., & Artelt, C. (2013). Students’ extracurricular reading behavior and the development of vocabulary and reading comprehension. Learning and Individual Differences, 89-102.
Posner, M. L., & Petersen, S. E. (1990). The attention system of the human brain. Annual Review of Neuroscience. 25–42. .
Rayner, K. (1998). Eye movements in reading and information processing: 20 years of research. Psychological Bulletin, 372–422.
Schneps, M. H., Thomson, J. M., Chen, C., Sonnert, G., & Pomplun, M. (2013). E-Readers are more effective than paper for some with Dyslexia. PLoS ONE, 1-9.
Sheppard, A. L., & Wolffsohn, J. S. (2018). Digital eye strain: prevalence, measurement and amelioration. BMJ Open Ophthalmology, 1-10.
Silveira, J. J. (2021). Digital media impact on reading. Psychology , 1096-1117.
Singer, L. M., & Alexander, P. A. (2017a). Reading across mediums: Effects of reading digital and print texts on comprehension and calibration. Journal of Experimental Education, 155–172.
Singer, L. M., & Alexander, P. A. (2017b). Reading on paper and digitally: What the past decades of empirical research reveal. Review of Educational Research, 1007–1041.
Spence, R. (2007). Information visualization: Design for interaction. Pearson/Prentice Hall.
Tinker, M. A. (1963). Legibility of print. Iowa State University Press.
Walker, S. (2001). Typography & language in everyday life prescriptions and practices. New York: Routledge.
Walker, S. (2014). Typography and language in everyday life: Prescriptions and Practices. New York: Routledge.
Wolf, M. (2008). Proust and the squid: The Story and Science of the Reading Brain. Harper.
Referanslar
Akengin, G., Mazlum, H., & Özbek, S. (2018). Tipografide yeni ifade biçimi: Artırılmış gerçeklikte tipografi. ICUHTA 2018: International Congress of Usage of High Technology in Arts . İstanbul: İGÜ YAYINLARI.
Büyükpehlivan, G. A. (2024). The importance and use of typography in print and digital design. Motif Vakfı, 2406-2426.
Baron, N. S. (2015). Words onscreen: The fate of reading in a digital world. Oxford, UK: Oxford University Press.
Benedetto, S., Carbone, A., Drai-Zerbib, V., Pedrotti, M., & Baccino, T. (2013). Effects of luminance and illuminance on visual fatigue and arousal during digital reading. International Journal of Human-Computer Studies, 764–772.
Brooks, D. (2007, Ekim 26). The outsourced brain. New York Times
Brusilovsky, P., & Millán, E. (2007). User models for adaptive hypermedia and adaptive educational systems. P. Brusilovsky, A. Kobsa, & W. Nejdl (Eds.) içinde, The Adaptive Web, Methods and Strategies of Web Personalization. Springer.
Carr, N. (2010). The Shallows: What the internet is doing to our brains. New York: WW Norton.
Clark, A., & Chalmers, D. (1998). The extended mind. Analysis, 7–19.
Delgado, P., Vargas, C., Ackerman, R., & Salmerón, L. (2018). Don't throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension. Educational Research Review, 23-38.
Dillon, A. (1992). Reading from paper versus screens: a critical review of the empirical literature. Ergonomics, 1297-1326.
Duncan, L. G., McGeown, S. P., Griffiths, Y. M., Stothard, S. E., & Dobai, A. (2016). Adolescent reading skill and engagement with digital and tra- ditional literacies as predictors of reading comprehension. British Journal of Psychology, 209–238.
Dyson, M. C., & Haselgrove, M. (2001). The influence of reading speed and line length on the effectiveness of reading from screen. International Journal of Human-Computer Studies, 585-612.
Hakemulder, F., & Mangen, A. (2024). Literary reading on paper and screens: Associations between reading habits and preferences and experiencing meaningfulness. Reading Research Quarterly, 59(1), 57–78.
Hall, R. H., & Hanna, P. (2007). The impact of web page text-background colour combinations on readability, retention, aesthetics and behavioural intention Richard H Hall & Patrick Hanna. Behaviour & Information Technology , 183-195.
Jeong, H. (2012). A comparison of the influence of electronic books and paper books on reading comprehension, eye fatigue, and perception. The Electronic Library, 390–408.
Kintsch, W. (1998). Comprehension: A paradigm for cognition. UK: MA: Cambridge University Press.
Kovac, M. (2022). Okumak nefes almaktır: Dijital çağda kitap okumak için 10 neden. İstanbul: Portakal Kitap.
Lee, Y.-H., & Wu, J.-y. (2013). The indirect effects of online social entertainment and information seeking activities on reading literacy. Com- puters & Education, 168–177.
Levine, L. E., Waite, B. M., & Bowman, L. L. (2007). Electronic media use, reading, and academic distractibility in college youth. . Cyberpsychol- ogy & Behavior, 560–566.
Liu, Z. (2005). Reading behavior in the digital environment changes in reading behavior over the past ten years. Journal of Documentation, 61(6), 700-712.
Lupton, E. (2010). Thinking with Type: A critical guide for designers, writers, editors, & students. New York: Princeton Architectural Press.
Macedo-Rouet, M., Salmerón, L., Ros, C., Pérez, A., Stadtler, M., & Rouet, J.-F. (2020). Are frequent users of social network sites good information evaluators? An investigation of adolescents’ sourcing abilities. Journal for the Study of Education and Development , 101–138.
Mangen, A. (2008). Hypertext fiction reading: haptics and immersion. Journal of Research in Reading, 404–419.
Mangen, A., Walgermo, B. R., & Brønnick, K. (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research, 61-68.
Margolin, S. J., Driscoll, C., Toland, M. J., & Kegler, J. L. (2013). E-readers, computer screens, or paper: Does reading comprehension change across media platforms? Applied Cognitive Psychology, 512-519.
O'Neil, C. (2017). Weapons of math destruction: How big data increases inequality and threatens democracy. . New York: Crown Publishing Group.
Pernice, K. (2017, Kasım 12). F-shaped pattern of reading on the web: Misunderstood, but still relevant (Even on Mobile). NN/g: https://www.nngroup.com/articles/f-shaped-pattern-reading-web-content/
Pernice, K., Whitenton, K., & Nielsen, J. (2018). How people read on the web- the eyetracking evidence. USA: Nielsen Norman Group.
Pfost, M., Dörfler, T., & Artelt, C. (2013). Students’ extracurricular reading behavior and the development of vocabulary and reading comprehension. Learning and Individual Differences, 89-102.
Posner, M. L., & Petersen, S. E. (1990). The attention system of the human brain. Annual Review of Neuroscience. 25–42. .
Rayner, K. (1998). Eye movements in reading and information processing: 20 years of research. Psychological Bulletin, 372–422.
Schneps, M. H., Thomson, J. M., Chen, C., Sonnert, G., & Pomplun, M. (2013). E-Readers are more effective than paper for some with Dyslexia. PLoS ONE, 1-9.
Sheppard, A. L., & Wolffsohn, J. S. (2018). Digital eye strain: prevalence, measurement and amelioration. BMJ Open Ophthalmology, 1-10.
Silveira, J. J. (2021). Digital media impact on reading. Psychology , 1096-1117.
Singer, L. M., & Alexander, P. A. (2017a). Reading across mediums: Effects of reading digital and print texts on comprehension and calibration. Journal of Experimental Education, 155–172.
Singer, L. M., & Alexander, P. A. (2017b). Reading on paper and digitally: What the past decades of empirical research reveal. Review of Educational Research, 1007–1041.
Spence, R. (2007). Information visualization: Design for interaction. Pearson/Prentice Hall.
Tinker, M. A. (1963). Legibility of print. Iowa State University Press.
Walker, S. (2001). Typography & language in everyday life prescriptions and practices. New York: Routledge.
Walker, S. (2014). Typography and language in everyday life: Prescriptions and Practices. New York: Routledge.
Wolf, M. (2008). Proust and the squid: The Story and Science of the Reading Brain. Harper.
