Effects of Visualisation and Advance Organisers in Reading Multimedia-Based Texts

Roohani, Ali; Jafarpour, Aliakbar; Zarei, Solmaz

doi:10.17576/3l-2015-2102-04

Cited by 9 publications

(7 citation statements)

References 29 publications

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“…It terms of its effectiveness in enhancing reading comprehension, Moriyanti et al, (2019) found that visualization affect students reading comprehension in terms of inferring, details, and main idea. The use of visualization also more effective than non-visualized material because it provides motion that helps the students enhance their understanding (Roohani et al, 2015) Even though it is in the context of online learning, teachers still have to prepare learning materials that are attractive to students (Rasmitadila et al, 2020). Visual-based material is certainly an option that can be used in teaching reading and motivating students to read (Choi & Yi, 2016).…”

Section: Findings and Discussionmentioning

confidence: 99%

Effect of Visualized Reading Content on Students’ Reading Motivation

Darmayanti

2021

TATEFL

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The study was intended to explore the effect of visualized reading content on students’ reading motivation. This study was an experimental study. The present study was an experimental study with pretest-posttest design. This study was conducted in one junior high school in Singaraja and 32 students were involved. The result of analysis found that students reading motivation was better after the implementation of visualized reading content. Thus, it can be said that there is a significant mean difference between students in reading motivation before and after the implementation of visualized reading contents. Teachers are encouraged to implement visualized reading content in order to enhance students’ reading motivation.

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Section: Findings and Discussionmentioning

confidence: 99%

Effect of Visualized Reading Content on Students’ Reading Motivation

Darmayanti

2021

TATEFL

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“…Current reading research has shown that several factors contribute to the comprehension of the information, including learners' prior knowledge (Al-Jahwari & Al-Humaidi, 2015;Alptekin & Erçetin, 2011;Kobayashi, 2009), learning style preferences (Li & He, 2016), and instructional and cognitive strategies (Carrillo, 2010;Echeverri & McNulty, 2010;Roohani, 2015).…”

Section: Reading Comprehension In Efl Educationmentioning

confidence: 99%

The Complex Effects of Picturebooks on English as a Foreign Language Reading

Shen

Huang

2021

Int. J. Appl. Linguist. Engl. Lit.

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While effects of picturebooks on reading were examined in higher grades (e.g., high school students) (Ajayi, 2009), little is known about the emerging English as Foreign Language (EFL) Kindergartens to 4th graders (i.e., K-4) students in China. Language institutes are critical phenomena for EFL K-4 education in China (Shi, 2019). Aiming to test the hypothesis that picturebooks have positive effects for reading, this study adopted within-subjects and between-subjects design to examine the effects of picturebooks on EFL reading comprehension of K-4 students in a language institute in China. Thirty-two participants were assigned into two groups to complete multiple choice and ordering tasks. The results showed that students reading with picturebooks outperformed in the two tasks than those who did not, especially on answering literal questions. With pedagogical implication as a goal, we suggest that EFL teachers need to (1) provide scaffoldings in class such as activating students’ prior knowledge, (2) make connections to students’ experience in the reading process. (3) select picturebooks considering the complex relationship between pictures and texts.

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“…For reading and multimedia, researchers have experimented with the format of visual content in conjunction with pedagogical principles. In their study, Roohani, Jafarpour and Zarei [38] checked reading comprehension in children, comparing multimedia texts with two types of graphics-static and animated-in combination with two types of advanced organizers (pedagogical technique for connecting existing knowledge with new knowledge). Among their findings, these authors found that individuals who visualized the animated elements performed better in comprehension tests.…”

Section: Effects Of Visual Content Characteristics On Comprehensionmentioning

confidence: 99%

The Limited Effect of Graphic Elements in Video and Augmented Reality on Children’s Listening Comprehension

et al. 2020

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There is currently significant interest in the use of instructional strategies in learning environments thanks to the emergence of new multimedia systems that combine text, audio, graphics and video, such as augmented reality (AR). In this light, this study compares the effectiveness of AR and video for listening comprehension tasks. The sample consisted of thirty-two elementary school students with different reading comprehension. Firstly, the experience, instructions and objectives were introduced to all the students. Next, they were divided into two groups to perform activities—one group performed an activity involving watching an Educational Video Story of the Laika dog and her Space Journey available by mobile devices app Blue Planet Tales, while the other performed an activity involving the use of AR, whose contents of the same history were visualized by means of the app Augment Sales. Once the activities were completed participants answered a comprehension test. Results (p = 0.180) indicate there are no meaningful differences between the lesson format and test performance. But there are differences between the participants of the AR group according to their reading comprehension level. With respect to the time taken to perform the comprehension test, there is no significant difference between the two groups but there is a difference between participants with a high and low level of comprehension. To conclude SUS (System Usability Scale) questionnaire was used to establish the measure usability for the AR app on a smartphone. An average score of 77.5 out of 100 was obtained in this questionnaire, which indicates that the app has fairly good user-centered design.

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Effects of Visualisation and Advance Organisers in Reading Multimedia-Based Texts

Abstract: Recent advancements in multimedia systems to integrate text, audio, graphics, and video have created a new interest in using instructional strategies in a multimedia

Cited by 9 publications

References 29 publications

Effect of Visualized Reading Content on Students’ Reading Motivation

Effect of Visualized Reading Content on Students’ Reading Motivation

The Complex Effects of Picturebooks on English as a Foreign Language Reading

The Limited Effect of Graphic Elements in Video and Augmented Reality on Children’s Listening Comprehension

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