Investigating effects of reading medium and reading purpose on behavioral engagement and textual integration in a multiple text context

Latini, Natalia; Bråten, Ivar; Anmarkrud, Øistein; Salmerón, Ladislao

doi:10.1016/j.cedpsych.2019.101797

Cited by 53 publications

(44 citation statements)

References 53 publications

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“…Although the size of this effect in our study was small according to Cohen's benchmark ( η 2 p = .04, equivalent to d = 0.41), it was larger than the effect of increased mindwandering when reading difficult (vs. easy) texts found by previous studies ( OR = 1.24, equivalent to d = 0.12, in Feng et al, 2013 ; R 2 = .016 equivalent to d = 0.25, in Mills, D'Mello, & Kopp, 2015 ). Similar findings were recently reported by Latini, Bråten, Anmarkrud, & Salmerón, 2019 , who found that in-print readers were more able than on-screen readers to adapt to the learning demands of a multiple document comprehension task. Specifically, when instructed to prepare for an exam, as opposed to reading for pleasure, in-print readers wrote longer essays and indirectly integrated better the information from different sources.…”

Section: Discussionsupporting

confidence: 90%

“…Still, many factors regarding reading medium effects remain unknown. Future research should shed further light on how reading medium interact with other factors, such us individual characteristics (e.g., attentional capacity; Ben-Yehudah & Brann, 2019 ), task demands (e.g., task goals; Latini, Bråten, Anmarkrud, & Salmerón, 2019 ), texts features (e.g., presence of illustrations; Latini, Bråten, & Salmerón, 2020 ), or additional contextual factors (e.g., classroom vs reading at home; Daniel & Woody, 2012). A major challenge for future research is to clarify under what circumstances the medium effect becomes more salient and what factors could mitigate its consequences.…”

Section: Discussionmentioning

confidence: 99%

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The inattentive on-screen reading: Reading medium affects attention and reading comprehension under time pressure

Delgado

Salmerón

2021

Learning and Instruction

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This study explored the influence of reading media and reading time-frame on readers' on-task attention, metacognitive calibration, and reading comprehension. One hundred and forty undergraduates were allocated to one of four experimental conditions varying on the reading medium (in print vs. on screen) and on the reading time-frame (free vs. pressured time). Readers' mindwandering while reading, prediction of performance on a comprehension test, and their text comprehension were measured. In-print readers, but not on-screen readers, mindwandered less on the pressured than in the free time condition, indicating higher task adaptation in print. Accordingly, on-screen readers in the pressured condition comprehended less than the other three groups. Mindwandering and text comprehension were similar under free reading time regardless of medium. Lastly, there were no differences in readers’ metacognitive calibration. The results support the hypothesis of shallow information processing when reading on screen under time constraints.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 99%

The inattentive on-screen reading: Reading medium affects attention and reading comprehension under time pressure

Delgado

Salmerón

2021

Learning and Instruction

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“…Yet another possibility is that coding students' written products in alternative ways might yield somewhat different findings. Although there is a precedent for using idea units as units of analysis when assessing integration within and across multiple information resources (e.g., Gil et al, 2010;Salmerón, Gil, & Bråten, 2018), future research could use other approaches, such as analyzing the use of linguistic connectives that explicitly signal connections between passages within and across texts (e.g., Latini, Bråten, Anmarkrud, & Salmerón, 2019;Taylor, Lawrence, Connor, & Snow, 2019).…”

Section: Discussionmentioning

confidence: 99%

Investigating elementary school students’ text-based argumentation with multiple online information resources

Kiili

Bråten

Kullberg

et al. 2020

Computers & Education

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In this study, we explored how elementary school students used multiple information resources in responding to a text-based argumentation task asking them to research a set of online texts in order to state and justify their stance on a controversial health-related issue. Results showed that most students took a stance that was consistent with the majority of the information resources that they read, that they mainly drew on more reliable resources in their written task products, and that they justified their stance by providing one or more supporting reasons. Students relied much more on copying and paraphrasing content from the online resources than on integrating information within and across the resources, however, and they very rarely referred to the sources in their written products. In general, girls were found to outperform boys on measures of content, argumentation, and integration in the written task products, and these aspects of the written products were also positively related to students' basic reading and reasoning skills. The discussion highlights the challenges many elementary school students experience in this complex literacy task context, suggests some avenues for future research, and discusses instructional implications of the study.

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“…Regarding processing measures, the present study primarily assessed students' text selection behavior, whereas List and Alexander (2017) also connected the CAEM profiles to other aspects of students' processing of multiple texts, such as strategic verification of texts' content. And, although reading time has been used as an indicator of text processing in several previous multiple-text studies (Bråten et al, 2014(Bråten et al, , 2018b, we can not exclude the possibility that some students may display longer reading times for reasons other than actively engaging with the texts, for example because they are mind-wandering or lack basic wordlevel or comprehension skills (Latini, Bråten, Anmarkrud, & Salmerón, 2019). Data from eye-tracking or think-aloud studies may capture different reading processes more fully and should therefore be considered for future studies.…”

Section: Discussionmentioning

confidence: 99%

Profiles of warm engagement and cold evaluation in multiple-document comprehension

2020

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We explored potential profiles of interest, attitudes, and source evaluation by performing cluster analysis in a sample of Norwegian upper-secondary students. Differences among the profile groups with regard to multiple-document use were examined. The profile groups were partly consistent with the default stances described by the cognitive-affective engagement model of multiple-source use (List & Alexander, 2017), resulting in critical analytic, evaluative, and disengaged profiles. However, the model's assumption that interest and attitude constitute one affective engagement dimension was not confirmed. There were no statistically significant differences between the profile groups in the processing of a set of multiple documents; yet there was a tendency for students who adopted a critical analytic stance to engage in a more thorough text selection process. Those students also included more information units from the selected texts in their written products and integrated information units across the texts more frequently compared to the other profile groups.

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Investigating effects of reading medium and reading purpose on behavioral engagement and textual integration in a multiple text context

Cited by 53 publications

References 53 publications

The inattentive on-screen reading: Reading medium affects attention and reading comprehension under time pressure

The inattentive on-screen reading: Reading medium affects attention and reading comprehension under time pressure

Investigating elementary school students’ text-based argumentation with multiple online information resources

Profiles of warm engagement and cold evaluation in multiple-document comprehension

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