Academic Articles on the Web: Reading Patterns and Formats

Rho, Young J.; Gedeon, Tamás D.

doi:10.1207/s15327590ijhc1202_4

Cited by 21 publications

(6 citation statements)

References 3 publications

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“…In line with this, earlier research has generally found that “selective scanning is harmful for, as opposed to beneficial to, the learning process, at least in the context of learning public affairs information from the news” (Eveland and Dunwoody, 2002: 39; Eveland and McLeod, 1995; Kosicki et al, 1987; Tewksbury and Althaus, 2000). We can also assume that a fragmented reading style hinders the recall because browsing and reading small bits of information is likely to result in less in-depth processing (Liu, 2005) and a reduced ability to remember the details of a text (Dundar and Akcayir, 2012; Rho and Gedeon, 2000). Furthermore, if elaboration is lower on tablets, as hypothesized, this could decrease recall; studies have shown that elaboration is important for recall (for an overview, see Eveland and Dunwoody, 2002).…”

Section: Recallmentioning

confidence: 99%

Digital replica editions versus printed newspapers: Different reading styles? Different recall?

Neijens

Voorveld

2016

New Media & Society

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This article investigates reading styles and recall of the news from reading digital replicas of printed newspapers on tablets and compares them with the printed version. The study aims to theoretically understand the effects of the medium interface (tablet vs paper) on perceived reading style and recall of information. The experimental study (N = 90) showed that digital replicas were not perceived to be read in a more fragmented, selective, or elaborate manner than their printed counterparts. On average, readers recalled less from the digital edition than from the printed version, but the differences were small. The study also showed that "digital innovators" recalled the same amount of information from reading the newspaper on tablet as from reading it on paper, unlike less innovative readers: these readers recalled more from reading on paper than from tablet.

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Section: Recallmentioning

confidence: 99%

Digital replica editions versus printed newspapers: Different reading styles? Different recall?

Neijens

Voorveld

2016

New Media & Society

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“…These studies indicated that students used e-books for selective reading and reference purposes. Rho and Gedeon (2000) interviewed graduate students and found that when encountering screen-based material, the students usually skimmed the materials first but preferred to print out the relevant and important parts of the text for further reading. Evans et al (2009) found that digital readers' jump from platform is slower than reading from printed text.…”

Section: Literature Reviewmentioning

confidence: 99%

Reading Practices of EFL Students: A Survey of Kuwaiti College Students

Chaudhry¹,

AlAdwani²

2019

ELT

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Reading is important for students by contributing significantly to success in their studies and their career development. A questionnaire-based survey was conducted in the English Department of the College of Basic Education, Public Authority for Applied Education and Training (PAAET), in Kuwait. Based on 410 responses of EFL college students in Kuwait on their reading practices, it was found that students read mainly for entertainment, and reading does not appear to be a popular activity among students. Fiction, fashion, and best sellers were the three main types of reading, indicating that academic reading was not a priority. Only a small proportion of students used e-books. Most students perceived such features of e-books as their portability and ability to store more information as likely to attract more students to e-reading, and indicated that they would be attracted to reading e-books themselves if circumstances change. This indicates a good potential to promote e-reading among students if steps are taken to make e-books and e-readers available to them through libraries and academic institutions. E-reading is also expected to become more popular among students if it could be linked to academic reading, particularly to the availability of text books in e-format. Libraries in Kuwait should start more proactive program to promote e-books and e-reading among college and university students.

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“…The digitization of text has spawned a great deal of research into the effects this has on the reading process. Initially, much research went into comparing reading digital to paper based texts [10,17]. We now give a brief overview of differences that have been found in the context of educational materials.…”

Section: Electronic Text (Etext)mentioning

confidence: 99%

“…Studies have investigated navigation in eBooks [20], academic articles [17], and periodicals [21], as well as the impact of screen size on document triage [21]. Also, the impacts of highlighting, hyperlinks, fonts, distractions (such as alerts), as well as embedded videos and sounds have been extensively investigated.…”

Section: Electronic Text (Etext)mentioning

confidence: 99%

Tutorials in eLearning—How Presentation Affects Outcomes

Copeland

Gedeon

2017

IEEE Trans. Emerg. Topics Comput.

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The presentation of learning materials affect how we learn. In this paper, we use eye tracking to investigate how different sequences of text and test questions affect performance outcomes, eye movements, and reading behavior for first (L1) English language and second (L2) English language readers. We show that different presentation sequences induce different performance outcomes, eye movements, and reading behavior. The sequence can affect how a participant reads the text as well as their perceptions of how well they understood what they read. For instance, if questions and text are not shown together, this improves participants' ability to accurately perceive their comprehension and promotes thorough reading. Alternatively, showing questions before the text promotes skimming behavior. Importantly, the presentation sequence affects both L1 and L2 readers in the same way. We observe L2 reader take longer to read text but have the same comprehension levels as L1 readers, this difference comes primarily from longer fixation durations. The results from this study can be used to design learning materials in eLearning environments to influence how students interact with the learning environment as well as how they learn. The purpose of this investigation is to make informative decisions about designing adaptive eLearning environments.

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Academic Articles on the Web: Reading Patterns and Formats

Cited by 21 publications

References 3 publications

Digital replica editions versus printed newspapers: Different reading styles? Different recall?

Digital replica editions versus printed newspapers: Different reading styles? Different recall?

Reading Practices of EFL Students: A Survey of Kuwaiti College Students

Tutorials in eLearning—How Presentation Affects Outcomes

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