The role of text alignment on response speed and accuracy when reading Chinese/English bilingual traffic signs

Authors

DOI:

https://doi.org/10.34314/y0wg1y79

Abstract

This paper discusses the role of text alignment on the speed and accuracy of navigational responses for participants who read English but not Chinese when presented with bilingual Chinese/English traffic signs. Two text alignment conditions (centered and ragged right settings) are tested in relation to two independent variables: sign complexity and vertical separating spacing between scripts in a pair of studies. Video materials are used to provide a safe way to simulate how and where road signs may appear in a driving scenario, while efficiently testing many variations. The results suggest that left alignment improves speed and accuracy in complex, multi-direction signs with narrower vertical separating spacing, whereas central alignment may be beneficial for simpler signs with single direction indications. These findings highlight the value of including alignment specification in guidance for bilingual signage, especially when accounting for sign complexity. However, it would be important to conduct further studies using methods with a higher ecological validity and a broader range of participants before robust recommendations can be devised.

Author Biographies

  • Yuchan Zhang, University of Leeds

    Yuchan Zhang, Ph.D., is a lecturer in Graphic, Digital, and Communication Design at the School of Design, University of Leeds. She also serves as the Deputy Programme Leader of MA Design. Her research focuses on understanding how multilingual information can enhance the quality of the mobility experience in environments characterised by linguistic diversity. Additionally, her research explores the role of digital technologies, such as augmented reality (AR) and virtual reality (VR), in meeting users' physical and psychological needs during wayfinding processes.

  • Jeanne-Louise Moys, School of Design, University of Leeds, UK

    Jeanne-Louise Moys, Ph.D., is an Associate Professor in the University of Leeds, School of Design. She is also the School’s Director of Postgraduate Research Studies. Her research typically engages with both themes of culture, identity and inclusion in design and human-centred design projects linked to typography and information design. Her pedagogic research profile, demonstrates a particular interest in partnerships and inclusion. She is a Senior Fellow of the Higher Education Academy and a UK Council for Graduate Education recognised research supervisor.

  • Matthew Lickiss, School of Design, University of Leeds, UK

    Matthew Lickiss, Ph.D. is Associate Professor (Graphic and Communication Design) at the School of Design, University of Leeds. His recent research and teaching centre on user centred information design, user experience, and design for communicating risk and uncertainty. He is particularly interested in how differing presentations of information using graphical means can elicit different decisions from users. Prior too this, his studies were focused on multimodal document theory, exploring how meaning changes or remains the same as the delivery of documents changes.

Published

2025-08-27

Issue

Vol. 59 No. 2 (2025): Visible Language: 59.2

Section

Journal Article