Individual reading styles: a narrative approach to understanding reading behaviour

Milne, John

doi:10.1007/s43545-020-00054-w

Cited by 3 publications

(1 citation statement)

References 21 publications

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“…Based on existing research and contents in previous sections ( Chen and Deng, 2021 ; Chi and Zhang, 2021 ; Milne, 2021 ), this section formulates several hypotheses, as evidenced in Table 2 .…”

Section: Introductionmentioning

confidence: 99%

Interactive Design Psychology and Artificial Intelligence-Based Innovative Exploration of Anglo-American Traumatic Narrative Literature

2022

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The advent of the intelligence age has injected new elements into the development of literature. The synergic modification of Anglo-American (AAL) traumatic narrative (TN) literature by artificial intelligence (AI) technology and interactive design (ID) psychology will produce new possibilities in literary creation. First, by studying natural language processing (NLP) technology, this study proposes a modification language model (LM) based on the double-layered recurrent neural network (RNN) algorithm and constructs an intelligent language modification system based on the improved LM model. The results show that the performance of the proposed model is excellent; only about 30% of the respondents like AAL literature; the lack of common cultural background, appreciation difficulties, and language barriers have become the main reasons for the decline of reading willingness of AAL literature. Finally, AI technology and ID psychology are used to modify a famous TN work respectively and synergically, and the modified work is appreciated by respondents to collect their comments. The results corroborate that 62% of the respondents like original articles, but their likability scores have decreased for individually modified work by AI or ID psychology. In comparison, under the synergic modification efforts of AI and ID psychology, the popularity of the modified work has increased slightly, with 65% of the respondents showing a likability to read. Therefore, it is concluded that literary modification by single ID psychology or AI technology will reduce the reading threshold by trading off the literary value of the original work. The core of literary creation depends on human intelligence, and AI might still not be able to generate high-standard literary works independently because human minds and thoughts cannot be controlled and predicted by machines. The research results provide new ideas and improvement directions for the field of AI-assisted writing.

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Section: Introductionmentioning

confidence: 99%

Interactive Design Psychology and Artificial Intelligence-Based Innovative Exploration of Anglo-American Traumatic Narrative Literature

2022

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Developing Volitional Readers Requires Breadth and Balance: Skills Alone Won’t do it

Milne

2024

NZ J Educ Stud

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The learning and teaching of reading continues to be a source of contention in New Zealand education. In recent years, proponents of structured literacy approaches have argued for more attention to be paid to what they term the “science of reading”. They have emphasised skill development and argued against the inclusion of other approaches. A singular focus on skill development comes at a cost however, as being a reader requires more than simply being able to read words. When we consider a broader view of what it means to be a reader, we need to consider the reader as a whole person, and their place in a wider social context. This article discusses the “science of reading” in relation to Self-Determination Theory and considers how pedagogical approaches can contribute to, or work against, the development of children’s feelings of autonomy, relatedness, and competence in reading and their subsequent desire to read. A restricted focus and related pedagogies will have negative long-term impacts on individuals’ ability to access the many and varied benefits of truly being a reader. Some of the approaches being promoted will likely exacerbate existing concerns such as declining rates of volitional reading and achievement. While necessary, being technically capable is not enough, children must also see the value in reading and its outcomes if they are going to choose to do it.

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Tracking e-reading behavior: uncovering the effects of task context, electronic experience, and motivation

Vuorinen,

Tatler,

Keller

2024

Front. Educ.

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Although electronic reading of fiction has become mainstream, little is known about how electronic texts are read, and whether this behavior is connected to readers’ motivation or experience reading electronically. To address this gap, sixty undergraduate students’ reading behavior was tracked while reading a 15-page short story. A novel method was used to study participants’ frequency of task-switching, their reading speed, and navigational patterns unobtrusively, outside of the lab. Reading behavior was analyzed by two multilevel models to assess (1) whether variance in behavior could be predicted by the task context, such as location in text or timing of reading sessions, and (2) whether behavior was connected to participants’ situational motivation to read the short story, their contextual motivation toward reading as an activity, or their task-relevant electronic experience. Our results showed that highly experienced and avid readers reacted to text difficulty more adaptively, indicating that motivation and electronic experience may have a key role in supporting comprehension. In contrast, situational motivation was not associated with reading behavior, contrary to our expectations. These findings provide a significant contribution to our understanding of e-reading, which can be used as a foundation to support recreational reading engagement on digital devices.

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Individual reading styles: a narrative approach to understanding reading behaviour

Cited by 3 publications

References 21 publications

Interactive Design Psychology and Artificial Intelligence-Based Innovative Exploration of Anglo-American Traumatic Narrative Literature

Interactive Design Psychology and Artificial Intelligence-Based Innovative Exploration of Anglo-American Traumatic Narrative Literature

Developing Volitional Readers Requires Breadth and Balance: Skills Alone Won’t do it

Tracking e-reading behavior: uncovering the effects of task context, electronic experience, and motivation

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