The effect of presentation mode on children's reading preferences, performance, and self-evaluations

Golan, Danielle Dahan; Barzillai, Mirit; Katzir, Tami

doi:10.1016/j.compedu.2018.08.001

Cited by 66 publications

(46 citation statements)

References 54 publications

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“…Students' test scores were up to four scale points lower in the computerized version of the test. In the study of Dahan Golan et al (2018), fifth-and sixth-graders achieved significantly higher scores in paper-based than in computer-based reading comprehension tests on narrative and expository texts. The results of the Norwegian study of Støle et al (2020) also revealed that fifth-graders' average test performance in reading comprehension was lower in the computerized than in the paperpencil version of the test.…”

Section: Theoretical Backgroundmentioning

confidence: 93%

“…In the current study, students were tested in the subject German in the domains reading and orthography. In the studies of Eyre ( 2017), Dahan Golan et al (2018) and Støle et al (2020), students achieved lower reading comprehension scores in computer-based assessment than in paper-pencil-assessment. Therefore, we make the following assumption: Hypothesis 1: In VERA tests, students perform worse in the computer-based test than in the paper-pencil test in the subject German.…”

Section: Study Aims and Hypothesesmentioning

confidence: 98%

“…), DahanGolan et al (2018) andStøle et al (2020), in which students achieved lower reading comprehension scores in computer-based tests than in paper-pencil tests. The poorer student performance in the computer-based test might have been because students were not yet accustomed to this kind of testing.…”

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confidence: 98%

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Low-stakes performance testing in Germany by the VERA assessment: analysis of the mode effects between computer-based testing and paper-pencil testing

2021

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The German school system employs centrally organized performance assessments (some of which are called “VERA”) as a way of promoting lesson development. In recent years, several German federal states introduced a computer-based performance testing system which will replace the paper-pencil testing system in the future. Scores from computer-based testing are required to be equivalent to paper-pencil testing scores so that the new testing medium does not lead to disadvantages for students. Therefore, the current study aimed at investigating the size of the mode effect and the moderating impact of students’ gender, academic achievement and mainly spoken language in everyday life. In addition, the variance of the mode effect across tasks was investigated. The study was conducted in four German federal states in 2019 using a field experimental design. The test scores of 5140 eighth-graders from 165 schools in the subject German were analysed. The results of multi-level modelling revealed that students’ test scores in the computerized version of the VERA test were significantly lower than in the paper-pencil version. Students with a lower academic achievement were more disadvantaged by the VERA computerized test. The results were inconsistent regarding the interactions between testing mode and students’ gender and mainly spoken language in everyday life. The variance of the mode effect across tasks was high. Research into different subjects and in other federal states and countries under different testing conditions might yield further evidence about the generalizability of these results.

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Section: Theoretical Backgroundmentioning

confidence: 93%

Section: Study Aims and Hypothesesmentioning

confidence: 98%

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Low-stakes performance testing in Germany by the VERA assessment: analysis of the mode effects between computer-based testing and paper-pencil testing

2021

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“…• Competencias específicas en distintas áreas de conocimiento. El uso de la tablet u otros dispositivos móviles en EP sirve como herramienta de apoyo en la adquisición de la lectoescritura, durante los primeros años como demuestran los trabajos de Dahan Golan, Barzillai & Katzir, 2018;Baglama, Haksiz & Uzunboylu, 2018;Bara, et al, 2016;Cordero et al, 2018;Beers, Mickail, Abbott & Berninger, 2016. Sus propuestas mostraron errores en la pronunciación de algunas palabras, pero no en la escritura en sus dos vertientes: a través de la mano y en un teclado digital.…”

Section: Análisis De Contenido: Temáticas Y Resultados De Investigaciónunclassified

“…Como se puede observar en la tabla 2, en todas las etapas educativas el uso de la tablet en la escuela es objeto de estudio y reflexión, lo que evidencia su carácter transversal en el sistema educativo. (Chen, Chiu, Lin & Chou, 2017;Dahan, Barzillai & Katzir, 2018;Falloon, 2017), en muchas ocasiones, con el objetivo de responder a la atención a la diversidad dentro del aula (Fleisch, Schoer, Roberts, Thornton, 2016;Fletcher-Watson, Pain, Hammond, Humphry, McConachie, 2016) Países de procedencia de las investigaciones y experiencias.…”

Section: Etapa Educativaunclassified

La Tablet en la escuela: Revisión bibliográfica en Scopus

Rodríguez

Suárez

2019

HAMU

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La incorporación de las tabletas en muchas escuelas a lo largo del mundo, ha despertado la curiosidad de la comunidad científica, justificando el auge de reseñas, noticias, publicaciones derivadas de la investigación, la celebración de congresos y exposiciones o la proliferación de libros. En este contexto surge la necesidad de conocer y analizar aquello que sea de interés. El presente artículo recoge los resultados de una revisión bibliográfica a partir de las publicaciones localizadas en la base de datos de Scopus, del periodo del 2016 al 2019. El objetivo principal fue identificar y analizar las 50 publicaciones seleccionadas como muestra, recogidas de revistas, libros y libros de actas en la base de datos Scopus cuya temática abordase la investigación y uso de la Tablet en la escuela en los últimos cuatro años. En lo metodológico se ha optado por el análisis documental, que permite extraer datos de índole cuantitativa y cualitativa.

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Strategic Text Processing Across Mediums: A Verbal Protocol Study

Latini

Bråten

2021

Reading Research Quarterly

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Using a sample of 116 Norwegian undergraduate readers in this experimental study, we investigated whether reading informational text on a tablet versus on paper would lead to differences with respect to strategic text processing and text comprehension. Strategic text processing was measured by means of verbal protocol analysis, and text comprehension was measured by means of postreading written products. Results were inconsistent with the shallowing hypothesis proposing that there are comprehension advantages for printed texts because digital texts are typically processed in a more shallow, superficial way. That is, we found no differences across the reading mediums with respect to strategic text processing or text comprehension. These results may suggest that there are boundaries to the shallowing hypothesis that are related to tasks, individual differences, and reading contexts. Such potential boundaries are discussed in light of the current findings, and suggestions for future research to clarify those boundaries are offered.

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The effect of presentation mode on children's reading preferences, performance, and self-evaluations

Cited by 66 publications

References 54 publications

Low-stakes performance testing in Germany by the VERA assessment: analysis of the mode effects between computer-based testing and paper-pencil testing

Low-stakes performance testing in Germany by the VERA assessment: analysis of the mode effects between computer-based testing and paper-pencil testing

La Tablet en la escuela: Revisión bibliográfica en Scopus

Strategic Text Processing Across Mediums: A Verbal Protocol Study

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