Digital Reading Performance Research Articles

¿Acaso la navegación siempre predice el desempeño? Los efectos de la navegación en la lectura digital son moderados por las habilidades de comprensión

<p>El presente estudio investiga los efectos interactivos de la navegación y las habilidades de comprensión en el desempeño de la lectura digital. Se consideraron como indicadores de la navegación la selección de páginas relevantes y la selección de páginas irrelevantes. Se encontró que en 533 secundarias españolas los estudiantes de 11 a 17 años muestran efectos positivos en la lectura de comprensión fuera de línea y la selección de páginas relevantes para el desempeño de la lectura digital, mientras que la selección de páginas irrelevantes tuvo un efecto negativo. Además, se halló una relación entre la selección de páginas relevantes y la habilidad de comprensión fuera de línea. Mientras que el efecto de la selección de páginas relevantes fue bueno en aquellos alumnos que mostraron buenas habilidades de lectura fuera de línea, se redujo en quienes mostraron una comprensión pobre. El efecto de la habilidad de comprensión fuera de línea fue importante en los estudiantes que muestran altos índices de selección de páginas relevantes, mientras que era pobre e insignificante en los estudiantes que mostraron bajos índices de selección de páginas relevantes.</p><p>--</p><p><strong>Este artículo ha sido reproducido de la Revista <em>The International Review of Research in Open and Distributed Learning (IRRODL). </em>Volumen 17, Número 1, Número especial: Documentos de investigación sobre rendimiento y comportamiento del aprendizaje en línea; utilizando una <em>licencia Creative Commons Attribution International 4.0</em>. © 2016. Autores: Johannes Naumann, Ladislao Salmerón.</strong></p>

A multilevel analysis of Swedish and Norwegian students’ overall and digital reading performance with a focus on equity aspects of education

Background: Influence of external factors in general, and socioeconomic background factors in particular, on traditional reading performance has been extensively researched and debated. While tradi ...

Does Navigation Always Predict Performance? Effects of Navigation on Digital Reading are Moderated by Comprehension Skills

<p align="left">This study investigated interactive effects of navigation and offline comprehension skill on digital reading performance. As indicators of navigation relevant page selection and irrelevant page selection were considered. In 533 Spanish high school students aged 11-17 positive effects of offline comprehension skill and relevant page selection on digital reading performance were found, while irrelevant page selection had a negative effect. In addition, an interaction between relevant page selection and offline comprehension skill was found. While the effect of relevant page selection was strong in good offline comprehenders, it was significantly reduced in weak offline comprehenders. The effect of offline comprehension skill was strong in students showing high rates of relevant page selection, while it was weak and insignificant in students showing low rates of relevant page selection.</p>

Effects of linear reading, basic computer skills, evaluating online information, and navigation on reading digital text

Reading and understanding digital text that is organized in a non-linear hypertext format can be challenging for students as it requires a more self-directed selection of text pieces compared to reading linear texts. This study aims at investigating how individual differences in students' skills in comprehending digital text can be explained by their navigation behavior and various underlying skills. Students' navigation behavior was operationalized by their selection of task-relevant hypertext pages; students' abilities in terms of reading linear texts, dealing with computer interfaces more generally, and evaluating the usefulness of online information were considered as underlying skills. We hypothesized that basic computer skills and evaluating online information would explain performance in digital reading above and beyond reading skills measured with linear texts. These effects were expected to be mediated by navigation behavior. A subsample of 15-year-old German students who participated in the Programme for International Student Assessment (PISA) 2012 was investigated (N = 888). The results confirmed the hypothesized mediation between linear reading, navigation behavior, and digital reading. Moreover, navigation behavior also mediated the relation between basic computer skills and digital reading but not the relation between evaluating online information and digital reading. Implications regarding processes in digital reading and navigation of hypertexts are discussed.

Enhancement of digital reading performance by using a novel web-based collaborative reading annotation system with two quality annotation filtering mechanisms

Collaboratively annotating digital texts allows learners to add valued information, share ideas, and create knowledge. However, excessive annotations and poor-quality annotations in a digital text may cause information overload and divert attention from the main content. The increased cognitive load ultimately reduces the effectiveness of collaborative annotations in promoting reading comprehension. Thus, this work develops a web-based collaborative reading annotation system (WCRAS-TQAFM) with two quality annotation filtering mechanisms-high-grade and master annotation filters-to promote the reading performance of learners. Ninety-seven students from three classes of a senior high school in Taiwan were invited to participate in an 80-min?reading activity in which individual readers use WCRAS with or without annotation filters. Analytical results indicate that digital reading performance is significantly better in readers who use the high-grade annotation filter compared to those who read all annotations. Moreover, the high-grade annotation filter can enhance the reading comprehension of learners in all considered question types (i.e., recall, main idea, inference, and application). Also, the Cohen's kappa statistics was used for assessing whether the annotation selected by the high-grade annotation filter is in agreement with the annotations selected by a domain expert. The statistic results indicate that the proposed high-grade annotation filter is valid to some degree. Finally, neither of the proposed quality annotation filtering approaches significantly reduces cognitive load. Proposing high-grade and master annotation filtering schemes for annotation systems.Reviewing annotation frequency is an effective means of identifying high-quality annotations.High-grade annotation filtering can improve reading comprehension.High-grade annotation filtering is recommended to identify quality annotations.Quality annotation filtering schemes do not significantly reduce cognitive load.

A model of online reading engagement: Linking engagement, navigation, and performance in digital reading

A model of online reading engagement is outlined. This model proposes that online reading engagement predicts dedication in digital reading. Dedication in digital reading according to the model is reflected in task-adaptive navigation, and task-adaptive navigation predicts digital reading performance over and above print reading skill. Information engagement is assumed to positively predict task-adaptive navigation, while social engagement is assumed to negatively predict task-adaptive navigation. These hypotheses were tested using OECD PISA 2009 Digital Reading Assessment data from 17 countries and economies (N=29,395). Individual task responses served as the primary unit of analysis. Linear mixed models were used to predict navigation behavior from the interaction of information and social online reading engagement with navigation demands. High information engagement was associated with more task-adaptive navigation behavior, as shown by significant positive interactions between information engagement and tasks’ navigation demands. In contrast, high social engagement was associated with less adaptive navigation behavior, as shown by negative interactions between social engagement and navigation demands. Generalized linear mixed models were used to predict task performance by the interaction of navigation demands and navigation behavior. Adaptive navigation behavior predicted digital reading task performance, as shown by significant interactions between navigation behavior and navigation demands. These results are in support of the proposed model of online reading engagement.

Does Performance in Digital Reading Relate to Computer Game Playing? A Study of Factor Structure and Gender Patterns in 15-Year-Olds' Reading Literacy Performance

Data from a Swedish PISA-sample were used (1) to identify a digital reading factor, (2) to investigate gender differences in this factor (if found), and (3) to explore how computer game playing might relate to digital reading performance and gender. The analyses were conducted with structural equation modeling techniques. In addition to an overall reading factor, the hypothesized digital reading factor was identified. When the overall reading performance was taken into account, a relative difference in favor of the boys for digital reading was indicated. This effect was mediated by a game-playing factor comprising the amount of time spent on playing computer games. Thus, the boys' better performance in digital reading was explained by the computer game-playing factor.

Enhancing digital reading performance with a collaborative reading annotation system

As children now spend considerable time reading electronic media, digital reading skills and good reading comprehension are essential. However, many studies agree that screen-based reading leads to shallow reading, short attention spans, and poor comprehension. Therefore, this work presents a collaborative reading annotation system with a reading annotation and interactive discussion scaffold (CRAS-RAIDS) for improving reading performance in collaborative digital reading environments. This study used a quasi-experimental design. Fifty-three Grade 5 students were recruited from two classes of an elementary school in Taoyuan County, Taiwan. One class was randomly designated the experimental group used the proposed CRAS-RAIDS support for collaborative reading. The other class was designated the control group and used the traditional paper-based reading annotation method and face-to-face discussions. The two groups were then compared in terms of reading attitude, reading comprehension, and use of reading strategy in an active reading context. Analytical results show that the experimental group significantly outperformed the control group in direct and explicit comprehension, inferential comprehension performance, and use of reading strategy. Moreover, the experimental group, but not the control group, had a significantly improved reading attitude in the total dimensions and in the behavioral and affective sub-dimensions. Additionally, the experimental group showed positive interest and high learning satisfaction.

The Effects of Webpage Navigation on Digital Reading Performance

Nineteen OECD and partner economies participated in PISA 2009 digital reading literacy study. Drawing data from this sample survey, this study seeks to examine from a comparative education perspective the efficiency and effectiveness of webpage navigation on digital reading performance. First, the webpages of an exemplary test item and the associated scoring guide are analyzed to elucidate the significance of efficient and effective webpage navigation in order to score high marks in the assessment. Second, the authors make use of the three webpage navigation indicators developed and validated by the PISA 2009 Consortium to measure the student webpage navigation behaviors during the assessment. Third, non-linear multiple regression analyses are undertaken across the economies to examine: (1) whether the relationships of the three webpage navigation indicators with student digital reading performance are linear or not, and (2) the proportion of digital reading variance that can be explained by the webpage navigation indicators. By examining the domain and shape of the graph of the “navigation-performance” relationships, lights are thrown on the efficiency and effectiveness of digital reading webpage navigation behaviors of the students of the participating economies. Implications of the study are discussed for PISA digital reading assessment in the future.

Online Reading Activities and ICT Use as Mediating Variables in Explaining the Gender Difference in Digital Reading Literacy: Comparing Hong Kong and Korea

Using data drawn from the OECD’s Program for International Student Assessment (PISA) conducted in 2009, the present study sought to examine the mediating effects of three kinds of variables in order to account for the relationships between gender and the digital reading performance of students. The three kinds of variables are (1) online reading activities, (2) information and communication technology (ICT) use at school, and (3) ICT use at home, for schoolwork and for leisure. Economic, social, and cultural status and the student’s print reading literacy performance served as control variables in the mediation analyses. Because Korea and Hong Kong were both high-performing economies in PISA 2009, the underlying ICT-related mechanisms unveiled in the mediation analyses can show educational practitioners why, from a comparative education perspective, the digital reading gender gap that favors females is substantially smaller than that seen in print reading. The two key findings are as follows. First, the observed gender difference in digital reading performance favoring females in Hong Kong can be attributed to gender differences in the students’ engagement in online reading activities and their ICT use at home for leisure. Second, the observed gender difference in digital reading literacy performance favoring females in Korea can be attributed to gender difference in the ICT use of students at home for leisure, but not students’ engagement in online reading activities. The present study highlights the importance of guidance and counseling regarding the ICT use of students at home for leisure.

The role of online reader experience in explaining students’ performance in digital reading

This study explores the relationship between students' extracurricular experiences online and their performance on the Program for International Student Assessment (PISA), focusing specifically on students' competence in digital reading. The study uses a descriptive, correlational, ex post facto design. The data are taken from Spanish students' results on the PISA 2009, which was developed by the OECD and in which 65 countries participated. A subsample of 4748 students who had taken the digital reading exam was extracted from the Spanish sample. In explaining digital reading performance, online experience in information-searching activities is shown to be more relevant than online social activities. Certain pedagogical implications are subsequently suggested to improve students' digital reading competence.