Influence of an Interactive e-Book on the Reading Comprehension of Different Ethnic Groups Using Indigenous Culture as Content

Chang, Wen-Hui; Huang, Tzu-Hua; Liu, Yuan-Chen

doi:10.1080/10447318.2018.1543079

Cited by 9 publications

(4 citation statements)

References 41 publications

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“…As indicated by the bold value marked with “*” in the columns labeled b in Tables 2 and 3 , significantly positive effects of metacognition on digital reading were observed in all countries/regions, and these results are consistent with those of previous studies (e.g., Chang et al, 2019 ; Lee & Wu, 2013 ; Lim & Jung, 2019 ; Wu, 2014 ; Wu & Peng, 2017 ). Furthermore, as hypothesized, the statistically significant results of the relative indirect effects of SCMC and ASCMC on students’ digital reading performance (the columns labeled a*b ) corroborated that metacognition plays a significant mediating role in the relationship between the independent variables and digital reading performance, which is consistent with the results of many previous studies (e.g., Lee & Wu, 2013 ; Miyamoto et al, 2019 ; Schünemann et al, 2013 ; Veas et al, 2019 ; Wu, 2014 ).…”

Section: Resultssupporting

confidence: 90%

“…The results of previous studies have consistently proven that high-achieving readers employ appropriate metacognitive strategies in reading (e.g., Dignath et al, 2008 ; Mokhtari & Reichard, 2002 ; Thiede et al, 2003 ), whereas low-achieving readers use fewer metacognitive strategies (e.g., Lau & Chan, 2003 ). Furthermore, in both printed and electronic formats, metacognitive strategies have been shown to have positive effects on reading performance (e.g., Chang et al, 2019 ; Wu & Peng, 2017 ). These positive effects might be explained by several factors related to the frequent use of metacognitive strategies, including reduced anxiety (Melanlioglu, 2014 ), a positive attitude towards reading texts (e.g., Mijuskovic & Simovic, 2016 ), and high intrinsic motivation for reading comprehension (e.g., Miyamoto et al, 2019 ).…”

Section: Literature Reviewmentioning

confidence: 99%

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Impact of extracurricular synchronous and asynchronous computer-mediated communication between students and teachers on digital reading performance: Evidence from 53 countries/regions

2022

Educ Inf Technol

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This study compared the effects of extracurricular synchronous computer-mediated communication (SCMC) and asynchronous computer-mediated communication (ASCMC) between students and teachers on students’ digital reading performance at different frequencies. 392,269 samples from 53 countries/regions that participated in the Programme for International Student Assessment 2018 were collected. Multilevel regression analysis showed that SCMC negatively influenced digital reading performance across countries/regions. As the frequency decreased, the negative effect of SCMC diminished. In contrast, ASCMC at a moderately low frequency could facilitate digital reading performance in some countries/regions; however, as frequency increased, the positive effect became negative. These results showed that synchronicity played a role in predicting students’ digital reading performance. This study also explored the mediating effect of metacognition with Nelson and Naren’s metacognitive control-monitoring model. A multilevel mediation analysis proved that the effects of SCMC and ASCMC on digital reading performance were mediated by students’ metacognition of assessing credibility. Practical implications and suggestions for students’ self-paced learning were discussed with the purpose of promoting the effective use of extracurricular CMC between students and teachers and improving students’ digital reading achievement in the post-COVID-19 pandemic era.

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Section: Resultssupporting

confidence: 90%

Section: Literature Reviewmentioning

confidence: 99%

Impact of extracurricular synchronous and asynchronous computer-mediated communication between students and teachers on digital reading performance: Evidence from 53 countries/regions

2022

Educ Inf Technol

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“…In a study conducted with students with learning difficulties, a collaborative ebook with animation content was used, and it was observed that there was an increase in students’ accurate reading performance and a significant improvement in their reading comprehension performances with the use of ebooks (Özer Şanal, 2020). Homer et al (2014; cited by Chang et al, 2019) indicated that reading an interactive ebook improved students’ use of cognitive strategies, for example, active decoding, and effectively improved their reading performance. In some studies, it is found that electronic text reading was positively related to children’s reading motivation (Ciampa, 2012a; Picton, 2014).…”

Section: Introductionmentioning

confidence: 99%

Digital Reading and the Concept of Ebook: Metaphorical Analysis of Preservice Teachers’ Perceptions Regarding the Concept of Ebook

Öztürk

2021

Sage Open

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The aim of this study was to determine the metaphorical perceptions of preservice Turkish teachers (PTTs) regarding the concept of ebook. In accordance with this aim, answers to the questions of “What are the metaphors used by PTTs for the concept of e-book?” and “Under which categories could the metaphors used by PTTs for the concept of e-book be collected?” were sought. A total of 150 preservice teachers studying in the Faculty of Education, Turkish Education Department at Çukurova University, constituted the participants of the research designed according to the phenomenology design, one of the qualitative research methods. A semi-structured interview form was used as data collection tool. Data were analyzed using the content analysis technique. As a result of the study, it was determined that eight categories emerged from the metaphors produced by PTTs for ebook and that they mostly had positive meanings. These categories are, namely, facilitating, information source, accessible, portable, requirement, inadequate, attractive, and harmful. PTTs mostly produced metaphors for ebook in the facilitating category. It was followed by the information source and accessible categories. It was determined that some PTTs produced negative metaphors for ebooks, and these negative metaphors were collected under the inadequate and harmful categories.

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“…Moreover, gender and age differences are widely used and can easily be used to create distinct classes, which can easily be analyzed. Some cases can be seen in [46][47][48][49].…”

Section: Introductionmentioning

confidence: 99%

Gender and Age Differences in the Study Plan of University Students

Okagbue¹,

Bishop²,

Boluwajoko³

et al. 2020

Int. J. Interact. Mob. Technol.

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<p class="0abstract">Effective study plan is a predictor of good academic performance. However, there are few evidences available on the role of gender and age in the study plan for students. This paper investigated the role of gender and age in the adoption of study plan that can guarantee success. A questionnaire was designed and administered to undergraduate students of a world class privately funded university located in Ogun State, Nigeria. Simple random sampling was used and 294 students responded. Chi-square test of independence revealed that gender and age are not associated with frequency of study, study environment, study content preferences and study motivation. There is no Gender difference in the preference of study type, factors that drive, motivation for study and satisfaction with the study plan whereas, age is significantly associated. The logistic regression model was significant and correctly classified 66.3% of satisfaction with the study plan. Gender was not significant and age of students can predict their satisfaction with their study plan. Older students have more odds to be satisfied with their study plan. As students progressed from year one to the final year, they tend to adopt a study plan that can help them obtain high grades and graduate with good result. Artificial Neural Network correctly classified 71.4% of satisfaction using only age as the only factor because, only age contributed significantly to the logistic regression model. Timely academic advising or mentorship is advocated especially for freshers.</p>

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Influence of an Interactive e-Book on the Reading Comprehension of Different Ethnic Groups Using Indigenous Culture as Content

Cited by 9 publications

References 41 publications

Impact of extracurricular synchronous and asynchronous computer-mediated communication between students and teachers on digital reading performance: Evidence from 53 countries/regions

Impact of extracurricular synchronous and asynchronous computer-mediated communication between students and teachers on digital reading performance: Evidence from 53 countries/regions

Digital Reading and the Concept of Ebook: Metaphorical Analysis of Preservice Teachers’ Perceptions Regarding the Concept of Ebook

Gender and Age Differences in the Study Plan of University Students

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