Summarizing digital documents: effects of alternate or simultaneous window display

Olive, Thierry; Rouet, Jean-François; François, Emmanuelle; Zampa, Virginie

doi:10.1002/acp.1380

Cited by 15 publications

(11 citation statements)

References 39 publications

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“…Note that increasing use of computer displays (and increasing use of laptops) tends to push complex tasks into stacked formats because the available screen real estate tends to be smaller than what a problem solver has available in the physical world (e.g., he or she can spread out a stack of paper on a desk or pin multiple papers up on a wall; even compare the space available on a small laptop screen, iPhone, or iPad relative to a larger desktop monitor). The benefit of spatially distributed task materials over stacked displays has also been reported in studies of multimedia learning (Olive, Rouet, François, & Zampa, 2008;Wiley, 2001). Olive et al (2008) tested the effect of display format on a summarizing activity and found that the alternative display-corresponding to the stacked display in our framework-of source documents and notepad increased the cognitive load of the summarizing activity.…”

Section: Considering Another Variation Of Spatial Layoutmentioning

confidence: 94%

“…The benefit of spatially distributed task materials over stacked displays has also been reported in studies of multimedia learning (Olive, Rouet, François, & Zampa, 2008;Wiley, 2001). Olive et al (2008) tested the effect of display format on a summarizing activity and found that the alternative display-corresponding to the stacked display in our framework-of source documents and notepad increased the cognitive load of the summarizing activity. While participants wrote a summary, they were also asked to perform a secondary task (i.e., responding to randomly spaced auditory tones).…”

Section: Considering Another Variation Of Spatial Layoutmentioning

confidence: 94%

“…Similar to Olive et al (2008) but more closely related to learning, Wiley (2001) investigated how well people understand provided learning materials using either a two-window browser design (the distributed display) or a single browser design (the stacked display). Wiley found that the two-window browser design led students to a better conceptual understanding of historical texts.…”

Section: Considering Another Variation Of Spatial Layoutmentioning

confidence: 99%

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Spatially distributed instructions improve learning outcomes and efficiency.

Jang

Schunn

Nokes

2011

Journal of Educational Psychology

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Learning requires applying limited working memory and attentional resources to intrinsic, germane, and extraneous aspects of the learning task. To reduce the especially undesirable extraneous load aspects of learning environments, cognitive load theorists suggest that spatially integrated learning materials should be used instead of spatially separated materials, thereby reducing the split-attention effect (Sweller & Chandler, 1994). Recent work, however, has suggested a new distinction between two common formats of spatially separated displays: spatially distributed versus spatially stacked (Jang & Schunn, 2010). Moreover, a distinction between instructions and learning task materials has rarely been made. Across two studies with 106 college students (56 in Study 1 and 50 in Study 2), we compared spatially distributed (multiple sources of information are placed side by side) versus spatially stacked (only one at the top is visible) instructions, without changing the learning task materials, on both task performance and learning. With materials more typical of practice, Study 1 showed that the distributed-display instructions led learners to more efficient learning; learners finished the task faster and scored higher in the overall learning test. With materials more tightly controlled for spatial format per se, Study 2 replicated the effect and found that the benefit of the distributed instructions appeared to be associated with changes in cognitive load. Implications for educational practice are discussed.

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Section: Considering Another Variation Of Spatial Layoutmentioning

confidence: 94%

Section: Considering Another Variation Of Spatial Layoutmentioning

confidence: 94%

Section: Considering Another Variation Of Spatial Layoutmentioning

confidence: 99%

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Spatially distributed instructions improve learning outcomes and efficiency.

Jang

Schunn

Nokes

2011

Journal of Educational Psychology

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“…However, some researchers claim that digital reading has several drawbacks. Olive and Rouet (2008) claimed that digital reading is suboptimal and less effective than paper reading. Liu (2005) found that during digital reading, less time is spent on in-depth reading, and sustained attention.…”

Section: Instructional Resourcesmentioning

confidence: 99%

Transfer of Print-Based Academic Reading Strategies to On-Screen Reading

Khadawardi¹

2020

IJELE

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This article contributes to the existing body of research on academic reading practices in the 21st century, by focusing on on-screen reading in the technological age. The study offers an insight into the nature of on-screen reading and reflects the authentic on-screen academic reading experiences of international postgraduate readers in the UK educational context. This was achieved by investigating participants’ reading comprehension strategies while reading on-screen academic research articles, compared with those employed when engaged in print-based reading. This study also scrutinizes L2 readers’ use of digital affordances and their use of e-resources while comprehending on-screen texts. Case study and interpretive qualitative approaches have been adopted in the present research study. Thematic and content analysis and a constant comparative method (CCM) have been applied to analyze the data. Although new on-screen reading strategies emerged from the data, the results reveal a transfer of print-based reading techniques to on-screen reading. This demonstrates a move from a traditional literacy to a digital one in which readers manipulate the strategies that they are already aware of, and are capable of, in order to read a text on-screen. Surprisingly, readers were much more effective: and employed more strategies and interacted more deeply with the printed text than with the on-screen text. The results from this study have led to the proposal of suggested models for interpreting on-screen L2 academic reading interactions. A number of pedagogical practices are suggested and recommended for preparing L2 readers for further academic study which could be equally applicable and useful for L1 academic reading instructions in the 21st century, including the reshaping of reading skills textbooks to accommodate and meet the needs of reading comprehension practices in the technological age and promoting learners’ digital academic literacy. These practices may be useful to teachers when teaching on-screen reading strategies for specific academic purposes in digital universities.

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“…First of all, the screen induces digital reading that provides different experiences than reading on paper [5]. Second, the size of the screen may make it difficult to simultaneously view a source document and write another document [6]. Further, the virtual keyboard of the tablet may reduce screen visibility [7].…”

Section: Introductionmentioning

confidence: 99%

Reading Multiple Documents on Tablet: Effects of Applications and Strategic Guidance on Performance and Acceptance

Lombard¹,

Amadieu²,

Bråten³

et al. 2018

Learning and Collaboration Technologies. Design, Development and Technological Innovation

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In this experimental study, 66 undergraduate students in psychology used an iPad pro to study several documents dealing with the same topic. The study aimed to compare the effects of using two different applications on comprehension in a multiple document reading task: Adobe Reader, which is an application oriented towards linear reading, and LiquidText, which is an application designed for non-linear reading. Further, because studying multiple texts is a complex learning task that requires effective and efficient processing strategies, the study tested the effect of strategic guidance that was expected to promote both performance and acceptance of tablets. The results indicated the existence of a performance-preference paradox: while the participants guided in the use of LiquidText achieved better comprehension, they expressed less acceptance of tablets as a tool for studying multiple documents than did the participants who used Adobe Reader.

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Summarizing digital documents: effects of alternate or simultaneous window display

Abstract: International audienc

Cited by 15 publications

References 39 publications

Spatially distributed instructions improve learning outcomes and efficiency.

Spatially distributed instructions improve learning outcomes and efficiency.

Transfer of Print-Based Academic Reading Strategies to On-Screen Reading

Reading Multiple Documents on Tablet: Effects of Applications and Strategic Guidance on Performance and Acceptance

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