To click or not to click: investigating conflict detection and sourcing in a multiple document hypertext environment

Delgado, Pablo; Lund, Elisabeth Stang; Salmerón, Ladislao; Bråten, Ivar

doi:10.1007/s11145-020-10030-8

Cited by 18 publications

(5 citation statements)

References 59 publications

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“…Working memory was measured with a Norwegian adaptation of Swanson and Trahan's (1992) Working Memory Span Task, which is based on the technique originally developed by Daneman and Carpenter (1980). The Norwegian adaptation has been used and validated in much prior work with postsecondary students (e.g., Delgado et al, 2020;Bråten et al, 2022;Haverkamp and Bråten, 2022). The materials consisted of 42 unrelated declarative sentences, five to 12 words in length, which were organized into 12 sets of sentences.…”

Section: Measure Of Working Memorymentioning

confidence: 99%

Measuring multiple-source based academic writing self-efficacy

et al. 2023

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Although writing self-efficacy has been a productive line of research for several decades, no prior writing self-efficacy measure has focused on students’ self-efficacy for integrating information across multiple sources when producing an academic text. To fill this gap in existing research on the measurement of writing motivation, we designed a measure targeting the extent to which students are confident that they can write an academic text that integrates content from several different sources. In a study with Norwegian undergraduate students (n = 136), this measure, which we called the Multiple-Source based Academic Self-Efficacy Scale (MAWSES), was validated by means of confirmatory factor analysis and relationships between the resulting unitary construct and other relevant constructs. The findings provided evidence concerning the reliability and validity of the MAWSES. In future research, this measure could be included as an independent variable to predict processes and products of multiple-source based, integrated academic writing, as a moderator or mediator of effects in writing intervention research, or as an outcome variable in its own right.

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Section: Measure Of Working Memorymentioning

confidence: 99%

Measuring multiple-source based academic writing self-efficacy

et al. 2023

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“…Working Memory Capacity. Working memory capacity was measured with a Norwegian adaptation of Swanson and Trahan's (1992) Working Memory Span Test that has been validated in several previous studies with adult readers (e.g., Bråten et al, 2022;Delgado et al, 2020). Twelve sets of unrelated sentences, varying from two to five sentences in each set, were read aloud to participants.…”

Section: Control Variablesmentioning

confidence: 99%

Is it the size, the movement, or both? Investigating effects of screen size and text movement on processing, understanding, and motivation when students read informational text

et al. 2022

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This study focused on the potential effects of screen size (smartphone vs. tablet) and text movement (scrolling vs. paging) on integrated understanding of text information, strategic backtracking, and intrinsic reading motivation when Norwegian university students read an informational text on either a smartphone or a tablet by either scrolling or paging. We expected that paging would lead to better integrated understanding of the text and more strategic backtracking than scrolling. Also, we explored whether scrolling would lower the intrinsic motivation for performing the reading task, and whether there were interactional effects of screen size with text movement on integrated understanding, strategic backtracking, and intrinsic motivation. Results indicated that students tended to obtain better integrated understanding when paging than when scrolling, and that those who paged through the text displayed more strategic backtracking than those who scrolled. Further, scrolling on a tablet led to a more positive reading experience than paging on a tablet or scrolling on a smartphone. In addressing two basic aspects of the reading context and the reading activity when students read digital text for understanding, this study provides new insights into the complex digital reading puzzle that may have both theoretical and practical implications.

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“…We used a Norwegian adaptation of Swanson and Trahan's (1992) Working Memory Span Task to measure working memory. This task was based on the technique developed by Daneman and Carpenter (1980), and the Norwegian adaptation has been validated in prior work with both secondary (Andresen et al, 2019) and postsecondary students (Delgado et al, 2020). The materials consisted of 42 unrelated declarative sentences, five to 12 words in length.…”

Section: Working Memorymentioning

confidence: 99%

Predictors and outcomes of behavioral engagement in the context of text comprehension: when quantity means quality

2021

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Using a path analytic approach with a sample of Norwegian undergraduate readers, we investigated the effects of behavioral engagement on text comprehension as reflected in students’ post-reading written reports on the topic in question. Results indicated that the behavioral engagement components of writing time and the length of the written responses had distinctive, unique effects on comprehension performance, and that behavioral engagement also mediated the effects of cognitive (prior knowledge, working memory) and motivational (intrinsic reading motivation) individual differences on comprehension performance. Prior knowledge about the topic affected comprehension performance directly as well as indirectly through behavioral engagement. The results highlight the importance of behavioral engagement in the context of written comprehension assessment, and both theoretical and educational implications of these results are discussed.

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To click or not to click: investigating conflict detection and sourcing in a multiple document hypertext environment

Cited by 18 publications

References 59 publications

Measuring multiple-source based academic writing self-efficacy

Measuring multiple-source based academic writing self-efficacy

Is it the size, the movement, or both? Investigating effects of screen size and text movement on processing, understanding, and motivation when students read informational text

Predictors and outcomes of behavioral engagement in the context of text comprehension: when quantity means quality

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