  We conducted an eye-tracking study where 30 participants performed searches
on the web. We measured their topical knowledge before and after each task.
Their eye-fixations were labelled as "reading" or "scanning". The series of
reading fixations in a line, called "reading-sequences" were characterized by
their length in pixels, fixation duration, and the number of fixations making
up the sequence. We hypothesize that differences in knowledge-change of
participants are reflected in their eye-tracking measures related to reading.
Our results show that the participants with higher change in knowledge differ
significantly in terms of their total reading-sequence-length,
reading-sequence-duration, and number of reading fixations, when compared to
participants with lower knowledge-change.
