Reading Behavior Research Articles

Book Recommendation System

In the digital age, the vast availability of books poses a significant challenge for readers to discover titles that match their interests and preferences. This report explores the use of machine learning for a Book Recommendation System (BRS) to help readers discover books suited to their interests in the digital age. It will utilize advanced algorithms and techniques, including collaborative filtering, content-based filtering, and hybrid models, to offer personalized recommendations based on users' reading history and behavior. The project aims to tackle challenges like data sparsity and the cold-start problem while ensuring scalability. Evaluation will be based on standard metrics like precision, recall, accuracy, and novelty, with a focus on ethical considerations such as fairness and user privacy. Ultimately, the goal is to develop a robust and user-centric system that enhances the book discovery process across digital platforms. A Graphical User Interface is also developed to discover information and display the recommended books. Keywords—Machine Learning, Book Recommendation System, K-Nearest Neighbor Algorithm

What books should we like? A study of gender differences and stereotypes in the reading behaviors of Chinese middle school students.

This study investigated gender differences in the reading behaviors of Chinese middle school students, and whether gender stereotypes relating to choices of reading matter are supported. A mixed-methods approach was adopted. Three thousand nine hundred and fifteen middle school (Grade 7) students completed a questionnaire designed to assess reading behaviors. Independent sample t-test and chi-square analyses were employed to examine gender differences in reading behaviors. The qualitative survey was supplemented with an open response survey (94 boys, 50 girls), which provided further insights into individuals' specific experiences and perspectives regarding reading behaviors and gender stereotypes in reading choices. This study revealed a number of gender-linked differences. Boys spent more time reading than girls but read the same number of books; boys were also more likely than girls to read digital texts, while girls were more likely to borrow their reading material. Choice of subject matter also differed: boys were more likely to read factual and action-based books, while girls' choices focused more on motives and emotions. Another significant difference was that boys paid more attention to the overall experience of reading, while girls paid more attention to the details of reading. Responses to the open response survey indicated that gender stereotypes in reading choices were prevalent among respondents, but some students' reading choices did not align with the stereotype associated with their gender. The mixed-methods approach proved valuable in both identifying gender differences in reading behaviors, and in highlighting the prevalence of gender stereotypes in reading choices among middle school students.

Learning to Implement Dialogic Reading Through Video-Based Online Training: A Preliminary Study.

Dialogic reading (DR) is an evidence-based method for reading with young children that is associated with improvements in children's oral language skills. There is, however, a lack of consensus on (a) how to train educators to deliver the intervention and (b) methods for assessing implementation fidelity. We designed this study to provide preliminary data about the viability of online video modules as an initial training option within a future tiered training model. We employed a within-subject repeated-measures group design to evaluate educators' (N = 20) implementation of DR after viewing training videos. Educators filmed themselves reading three storybooks with a child "as they would typically" to establish pretest reading behaviors. After being given access to a series of DR training videos, the educators recorded themselves reading three storybooks with the child using DR strategies as a posttest measure. Educators improved their use of individual strategies included in the DR instructional sequence at posttest; however, most participants did not consistently follow the entire instructional sequence as designed. Only one educator delivered the complete DR instructional sequence in > 80% of opportunities at posttest. Modifications to video training modules and additional coaching support may be warranted for many educators to achieve the level of implementation fidelity needed to improve the child's oral language skills from the intervention. https://doi.org/10.23641/asha.25749387.

Analysis of Reading Behavior Based on Students’ Cognitive Styles and Learning Styles

<p>This study reports the results on the relationship between cognitive style and learning style to understand the reading behavior of undergraduate students using an e-book system from the standpoint of a learning analytics view. Data are recorded from 102 undergraduate students at a university in China for over 4 months. The obtained results indicate that students with an analytical cognitive style achieve the highest performance compared with the other cognitive style groups (quasi-intuitive, adaptive, and quasi-analytic) and better fit the global learning style. Further, their reading behavior is different from that of the other three cognitive style groups (quasi-intuitive, adaptive, and quasi-analytic) as they re-read the first half to better understand the complete picture, following which, they continue their reading smoothly. Personalized learning is being adopted by rapidly growing educational institutions worldwide. The results provide tangible evidence for teachers to better consider the characteristics of students to design classrooms and students to better design learning plans according to their characteristics.</p> <p> </p>

EKSPLORASI MINAT BACA RENDAH MASYARAKAT INDONESIA: PERSPEKTIF MULTIDISIPLIN

This research explores the multidimensional factors contributing to this phenomenon. Drawing upon insights from various disciplines including psychology, sociology, education, and cultural studies, this study provides a comprehensive understanding of the issue. Key findings indicate that individual factors such as reading habits, motivation, and cognitive development significantly influence reading interest. Moreover, social influences, including family, peer groups, and the education system, play a crucial role in shaping individuals' reading behaviors. External factors such as access to quality reading materials, economic challenges, and the pervasive influence of digital media further contribute to the low reading interest observed. Challenges in addressing low reading interest in Indonesia are multifaceted, requiring holistic and evidence-based interventions. Strategies to improve reading interest should involve collaboration among government agencies, educational institutions, communities, and the private sector. Concrete steps such as enhancing access to reading materials, promoting literacy culture at home and in schools, and developing balanced media literacy programs are essential in tackling the issue effectively

Optimizing an English text reading recommendation model by integrating collaborative filtering algorithm and FastText classification method

To comprehend the genuine reading habits and preferences of diverse user cohorts and furnish tailored reading recommendations, this study introduces an English text reading recommendation model designed specifically for long-tail users. This model integrates collaborative filtering algorithms with the FastText classification method. Initially, the integrated collaborative filtering algorithm is explicated, followed by the calculation of the user's interest distribution across various types of English texts, achieved through an enhanced Ebbinghaus forgetting curve and analysis of user reading behaviors. Subsequently, an intelligent English text reading recommendation is generated by amalgamating collaborative filtering algorithms with association rule-based recommendation algorithms. Through optimization of the recommendation generation process, the model's recommendation accuracy is enhanced, thereby augmenting the performance and user satisfaction of the recommendation system. Finally, a comparative analysis is conducted with respect to the Top-N algorithm model, matrix factorization-based algorithm model, and FastText classification model, illustrating the superior recommendation accuracy and F-Measure value of the proposed model. The study findings indicate that when the recommendation list contains 10, 30, 50, and 70 texts, the recommendation accuracy of the proposed algorithm model is 0.75, 0.79, 0.8, and 0.74, respectively, outperforming other algorithms. Furthermore, as the number of texts increases, the F-Measure of all four models gradually improves, with the final F-Measure of the proposed model reaching 0.81. Notably, the F-Measure of the English text reading recommendation model proposed in this study significantly surpasses that of the other three recommendation methods. Demonstrating commendable performance in recall rate, root mean square error, normalized cumulative gain, precision, and accuracy, the model adeptly reflects user reading interests, thereby enhancing the accuracy of text recommendations and the overall system performance. The study findings offer crucial insights and guidance for enhancing the accuracy and overall efficacy of English text recommendation systems.

Which reading comprehension is better? A meta-analysis of the effect of paper versus digital reading in recent 20 years

The development of digital technology has changed the audience's reading behavior and reading habits, and the difference between digital reading and paper reading has become a research hot spot. However, the academic circle has not reached an agreement on the reading effect of digital reading and paper reading. This study included 37 experimental studies for meta-analysis and analyzed the influence of moderating variables such as audience characteristics, text characteristics, and reading conditions. This study deepens the understanding of the reading effect and provides a reference for improving it. The study shows no significant difference in overall reading comprehension between digital reading and paper reading, and there are differences under moderating variables. The study has revealed that digital reading and paper reading have advantages and disadvantages and complement each other. The publishing industry should develop corresponding knowledge service products based on the characteristics of reading effects to promote the healthy development of the reading industry.

The Moderating Role of Reader Characteristics on E-Book Reading Intention in Thailand: A Multigroup Analysis

Purpose: This investigation explores the moderating role of reader characteristics in shaping individuals' intentions to engage in e-book reading in Thailand. Theoretical Framework: Drawing upon a diverse sample of readers in Thailand, this analysis employs advanced statistical techniques to assess the moderating effects of reader characteristics, including sex, age, education level, income, and devices used to read e-books. Design/methodology/approach: Utilizing a quantitative approach, the study analyzes responses from 701 Thai people who have engaged with a minimum of five e-books to understand the moderating role of reader characteristics on e-book reading intention in Thailand. Findings: The results from the structural equation model analysis showed that several factors in the proposed model had a significant influence on intention to read e-books. These factors include trust, diversity of e-book options, social norms, and resource usage. Practical implications: The results that come from this investigation contribute to the growing body of literature on digital reading behavior and offer practical implications for stakeholders in the publishing sector and government organizations that promote reading. By comprehending how reader characteristics moderate the factors influencing e-book reading intentions, tailored strategies can be developed to promote digital literacy and enhance the adoption of e-books in the Thai market. As the global landscape of reading continues to evolve, this research offers a precious viewpoint to explore the intricate interplay between individual characteristics and the digital reading experience in Thailand. Originality/value: Limited research has examined the moderating influence of reader characteristics on the intention to read e-books. Therefore, this study seeks to address this gap in the existing literature by conducting a multigroup analysis in the context of Thailand.

Exploring English Literacy and Spirituality Cadets at the Maritime Institute

This interdisciplinary study explores the dynamics of literacy and spirituality among third-semester cadets at the Maritime Shipping School in Jakarta. Concentrating on English literacy, reading behaviours, and Christian spirituality, the research uncovers a nuanced interaction with technical manuals and fiction novels. The cadets, displaying a comprehensive approach to literacy, engage in regular reading practices, balancing academic rigor with leisurely pursuits. Positive perceptions regarding the integration of spirituality into education underscore the success of the cadet boarding school system in Jakarta. The implications for educational practice underscore the significance of a diverse curriculum that addresses both technical and personal dimensions, promoting holistic development. This research contributes to the ongoing conversation about comprehensive education in maritime institutions, offering insights for educators and curriculum planners. Potential areas for further research are identified, urging longitudinal studies to monitor the evolution of literacy habits and spiritual perspectives among cadets. In essence, the findings underscore the importance for educational institutions to acknowledge and nurture the diverse facets of maritime professionals, preparing them not only for technical challenges but also for the broader complexities of the maritime industry.

Digital Literacy- Based Case Method Lecture Model for Strengthening Student Critical Thinking

The change in the learning paradigm from traditional learning models to digital literacy-based case methods involves several changes in habits, which ultimately require each individual to adapt and complete all activities from time to time. Therefore, digital competence is important in the learning process. Using good reading skills can support successful learning. Interest in reading books has decreased because it has been replaced by a new method, screen-based reading behavior. This has aroused researchers' interest in discussing the importance of digital literacy. The case method is the learning model that can support students' digital competence in participating in learning and improving critical thinking. This study employs a 4-D development paradigm (Four-D Models) to create cutting-edge goods in the shape of digital literacy-focused case study lecture model project modules. The produced product's feasibility is confirmed through the validation procedure and implementation test to ensure the creation of the final product. The study took place in Pekanbaru, Riau Province, between March and June 2023. The data analysis methods utilised included observation, documentation studies, interviews, FGDs, data reduction, analysis, data interpretation, and data triangulation. Conclusions can be derived from the outcomes of the data analysis. This digital literacy-based case method lecture innovation, initially designed for monetary economics lectures, can be applied across all courses to enhance critical thinking skills in other scientific disciplines and facets of life. We anticipate that this marks the commencement of advancements in lecture innovation and development.

Exploring influential factors in peer upvoting within social annotation

AbstractUpvotes serve important purposes in online social annotation environments. However, limited studies have explored the influential factors affecting peer upvoting in online collaborative learning. In this study, we analysed the factors influencing students' upvotes received from their peers as 91 participants utilized Perusall, an online social annotation system, for collaborative reading. The participants were asked to collaboratively annotate 29 reading materials in a semester. We collected student reading behaviours and analysed their annotations with a text‐mining tool of Linguistic Inquiry and Word Count (LIWC). Moreover, conditional inference tree was used to determine the relative importance of explanatory factors to the upvotes students received. The results showed that the high‐upvote group made significantly more annotations, posted more responses to others' annotations and displayed fewer negative emotions in annotations than those who did not receive upvotes. The two groups of students had no significant differences in the upvotes given to others, as well as cognitive activities and positive emotions involved in annotations. Moreover, the number of annotations was the determining factor in predicting the upvotes that one could receive in social annotation activities. This study has significant practical implications regarding providing interventions in social annotation‐based collaborative reading.Practitioner notesWhat is already known about this topic Social annotations enhance students' reading experience, facilitate knowledge sharing and collaboration, promote high‐quality learning interactions and ultimately lead to improved performance. In social annotation environments, receiving upvotes from peers is not only a type of feedback but also a form of motivation, social interaction and social validation. No study has explored the influential factors in peer upvoting within social annotation‐based learning. What this paper adds This study was the first to examine social annotations through the lens of the community of inquiry framework. We investigated the relationships between students' cognitive and social presence in their annotations and the upvotes they received in an online social annotation environment. Our study revealed the strategies for obtaining upvotes from peers in social annotation‐based learning environments. Implications for practice and/or policy The high‐upvote group made significantly more annotations, posted more responses to others' annotations and displayed fewer negative emotions in annotations compared to the low‐upvote group. The two groups of students did not show significant differences in the upvotes they gave to others or in the cognitive activities and positive emotions involved in annotations. The number of annotations was the primary factor predicting the number of upvotes received in the collaborative reading. This study could inform the design of future online social annotation systems to better support collaborative learning and peer interaction.

The role of linguistic factors in the retention of verbatim information in reading: An eye-tracking study on L1 and L2 German

AbstractWe investigated the retention of surface linguistic information during reading using eye-tracking. Departing from a research tradition that examines differences between meaning retention and verbatim memory, we focused on how different linguistic factors affect the retention of surface linguistic information. We examined three grammatical alternations in German that differed in involvement of changes in morpho-syntax and/or information structure, while their propositional meaning is unaffected: voice (active vs. passive), adverb positioning, different realizations of conditional clauses. Single sentences were presented and repeated, either identical or modified according to the grammatical alternation (with controlled interval between them). Results for native (N = 60) and non-native (N = 58) German participants show longer fixation durations for modified versus unmodified sentences when information structural changes are involved (voice, adverb position). In contrast, mere surface grammatical changes without a functional component (conditional clauses) did not lead to different reading behavior. Sensitivity to the manipulation was not influenced by language (L1, L2) or repetition interval. The study provides novel evidence that linguistic factors affect verbatim retention and highlights the importance of eye-tracking as a sensitive measure of implicit memory.

Development of Virtual Journal Club for Nurses in Improving Evidence-based Practice

Undoubtedly, Evidence-based Practice (EBP) contributes to enhanced patient outcomes, with nurses being the largest healthcare provider group. Especially in cases of poor patient prognosis, treatment decisions are often influenced by colleagues' successful approaches. Journal clubs prove effective in various learning outcomes, including enhancing knowledge, critical appraisal skills, perceived reading habits, and reading behavior. Virtual Journal Clubs (vJCs) have greater potential to address time constraints, low participant attendance, and other minor obstacles compared to traditional face-to-face journal clubs. Nurses' impact on promoting evidence-based practice is consistent across aspects such as improved knowledge, critical appraisal skills, research utilization skills, interest in conducting research, and nursing skills.

Exploring Reading Motivation of Undergraduate Level Students: A Narrative Inquiry

Exploring Reading Motivation of Undergraduate Level Students: A Narrative Inquiry

Students' reading comprehension level and reading demands in teacher education programs: the elephant in the room?

Reading comprehension is considered a key ability for students in teacher education programs. Data from 72 students enrolled in a Chilean school of education was used to estimate the contribution of reading proficiency in first-semester academic performance using regression analysis. Reading comprehension made a significant, albeit modest contribution to predict students' academic performance, after controlling for their scores in the standardized national admission tests and high-school grades. The students' average reading level was below the level of text complexity required in their first term and, although by their senior year they had made significant progress in reading comprehension, their reading level continued to be lower than text demands. A qualitative exploration of students' reading behaviors and attitudes revealed they devoted few hours per week to reading class material and even less time to reading for leisure. Faculty were cognizant of the reading deficits of their students but had few suggestions as to how to address. Future studies in higher education should confirm whether the misfit between reading proficiency and reading demands observed in this school of education is the exception or the rule.

The The Influence of Knowledge and Risk Perception on Food Label Reading Behavior among Adolescents in Rural and Urban Areas of Bogor

Reading food labels is one way consumers learn about the products they buy. This study determined the influence of knowledge and risk perception on food label reading behavior among adolescents in rural and urban Bogor. This study had a cross-sectional design. Purposive sampling was used to gather 132 participants, including 66 adolescents in rural areas and 66 adolescents in urban areas. The results showed that more than half of the participants had moderate knowledge of food labeling. The knowledge of the rural and urban samples was the same. Operational risk was the most perceived risk for both the rural and urban samples. There were no significant differences in all dimensions of risk perception between rural and urban youths. The average food label reading behavior score in rural areas was higher than that in urban areas. Psychological risk perception influences food label-reading behavior in rural areas. Overall, functional risk perception influenced food label-reading behavior. Based on these results, it is necessary to increase education on the importance of food labels to build good risk perception so that food label reading behavior increases.

Retracted: Analyzing College Students' Reading Behavior by AI Techniques.

[This retracts the article DOI: 10.1155/2022/4214161.].

Reading and reading practices of modern students (based on the materials of scientific-research discourse)

Introduction. The increase of research interest in the analysis of student reading practices, observed in the last decade, is due to large-scale transformation processes in the field of book and reading. In connection with the emergence of new forms of texts existence, reading strategies are changing significantly, primarily among young people, since they are able to quickly and effectively master new skills of reading behavior, assimilate modern types of knowledge and apply new teaching methods. At the same time, a commonly recognized fact and one of the urgent modern problems is a decrease in the intellectual and cultural level of Russian students. The situation of youth «non-reading» aggravates every year. The library as the main organizer of reading in the society traditionally includes the reader and the dynamics of reading behavior in the sphere of its research interests. An important stimulus for the interest in the reading strategies of young students is the fact that they constitute the largest audience of most libraries today.Purpose setting. The purpose of this article has been the analysis of current scientific publications that provide material for improving the processes of library and information services for students, stimulating their reading activity in the context of multimedia culture development.Methodology and methods of study. Since the study of the actual social phenomenon of reading practices is an interdisciplinary character, the monitoring of scientific discourse on this theme for successful development of dialogue forms of interaction between library specialists and student readers was carried out.Results. Such significant facts are noted, as antinomy of modern reflections on reading activity, presence of ambivalent attitude towards reading in the today»s society, formation of a new, search and reference type of work with information in the student environment, subjectness of reading behavior of young people as the ability to independently determine the trajectory of their own reading, transform traditional reading practices into new communicative formats.Conclusion. The community of library specialists intensively looks for ways and modes of adaptation to new conditions of existence, actualizes tasks, reconsiders ideology of interaction with readers.

Fostering Literacy Culture through 5-Minute Reading Habit: A Community Service Initiative at Elementary School 034816 Jambu Mbellang

This community service aims to develop a culture of literacy at SD Negeri 034816 Jambu Mbellang through the habit of reading for 5 minutes. Involving instructors, students and parents, this program focuses on producing positive changes in reading behavior among participants. By carrying out preparatory analysis and planning, we explain the literacy situation in schools and propose relevant strategies. The results of implementing this program show a major change in children's enthusiasm for reading, as well as growth in literacy skills. Ongoing reviews and regular monitoring can identify supporting factors and barriers to program performance. Outreach to parents and their involvement in children's literacy instruction is critical in establishing a supportive atmosphere at home. Workshops and additional training for teachers and parents provide insight and practical solutions to improve literacy learning. The success of this program is not only seen in improving students' reading abilities, but also in changes in attitudes, active participation of parents, and growth in teacher skills. These results suggest that bringing the entire school community together can foster a positive and sustainable literacy culture. It is hoped that this success will provide inspiration and input for similar efforts to improve literacy in other schools.

Navigating the Landscape of AI in Reading: Unveiling Opportunities and Considerations

The article delves into the complex relationship between reading and artificial intelligence, examining the several ways in which AI has affected our reading behaviours. It explores the benefits that AI offers, from virtual reading tutors to individualized learning platforms. But amid the promises, there are issues like short-form content and distractions. The paper stresses the significance of a careful and balanced approach to incorporating technology in education while offering ideas for using AI to improve students' reading abilities.