Interest-based text preference moderates the effect of text difficulty on engagement and learning

Fulmer, Sara M.; D’Mello, Sidney K.; Strain, Amber Chauncey; Graesser, Art

doi:10.1016/j.cedpsych.2014.12.005

Cited by 67 publications

(52 citation statements)

References 77 publications

(100 reference statements)

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“…Moreover, in one reading study that assessed interest before the texts were read, interest Mind Wandering, Lecture Learning, and Situational Interest 9 ratings did not predict TUT rate during reading (Fulmer, D'Mello, Strain, & Graesser, 2015). We addressed these limitations and contradictions by independently assessing subjects' knowledge and topic interest before the video lecture.…”

Section: Limitations Of Prior Educationally Relevant Mind-wandering Rmentioning

confidence: 99%

“…In this regard, TUT-sampling methods of the sort used in the current study will be a useful research tool in elucidating a possible mechanism by which interest, engagement, and boredom may affect students' learning in the moment (Fulmer et al, 2015;Pekrun, Goetz, Daniels, Stupinsky, & Perry, 2010), because they can provide a more direct measure of attentional focus and, hence, dynamic changes in students' awareness in real time.…”

Section: Issues Of Causalitymentioning

confidence: 99%

“…This practice confounds a true predictor variable (i.e., prior topic interest) with an outcome measure (i.e., topic interest triggered by the act of learning). In fact, the latter type of interest, called situational interest, has been studied in educational research as an important outcome variable (e.g., Hidi, 1990).Moreover, in one reading study that assessed interest before the texts were read, interest Mind Wandering, Lecture Learning, and Situational Interest 9 ratings did not predict TUT rate during reading (Fulmer, D'Mello, Strain, & Graesser, 2015). We addressed these limitations and contradictions by independently assessing subjects' knowledge and topic interest before the video lecture.…”

mentioning

confidence: 99%

“…ratings did not predict TUT rate during reading (Fulmer, D'Mello, Strain, & Graesser, 2015). We addressed these limitations and contradictions by independently assessing subjects' knowledge and topic interest before the video lecture.…”

mentioning

confidence: 99%

See 3 more Smart Citations

A combined experimental and individual-differences investigation into mind wandering during a video lecture.

Kane

Smeekens

Bastian

et al. 2017

Journal of Experimental Psychology: General

121

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A combined experimental-correlational study with a diverse sample (N = 182) from two research sites tested a set of five a priori hypotheses about mind wandering and learning, using a realistic video lecture on introductory statistics. Specifically, the study examined whether students' vulnerability to mind wandering during the lecture would predict learning from, and situational interest in, the video, and also whether longhand note-taking would help reduce mind wandering, at least for some students. Half the subjects took notes during the video, and all were subsequently tested on lecture content without notes. Regression and mediation analyses indicated that: (a) several individual-differences variables (e.g., pretest score, prior math interest, classroom media multitasking habits) uniquely predicted in-lecture mind wandering frequency; (b) although the note-taking manipulation did not reduce mind wandering at the group level, note-taking still reduced mind wandering for some individuals (i.e., those with lower prior knowledge and those who took notes of high quality and quantity); (c) mind wandering uniquely predicted both learning (posttest) and situational interest outcomes above and beyond all other individual-differences variables; (d) moreover, mind wandering significantly mediated the effects of several individual differences; and, finally, (e) not all types of mind wandering were problematic-in fact, off-task reflections about lecture-related topics positively predicted learning. These results, which were generally robust across the two sites, suggest that educationally focused cognitive research may benefit from considering attentional processes during learning as well as cognitive and noncognitive individual differences that affect attention and learning.Keywords: mind wandering, note-taking, learning, education, situational interest, media multitasking Mind Wandering, Lecture Learning, and Situational Interest 3 A Combined Experimental and Individual-Differences Investigation into Mind Wandering During a Video LectureHow can teachers and students optimize learning? Cognitive psychologists are increasingly applying laboratory findings to this educational problem. Principles from the memory literature, such as the benefits of spaced practice, testing, and metacognitive selfevaluations, have been most successfully employed and broadly disseminated (for reviews, see Benassi, Overson, & Hakala, 2014;Brown, Roediger, & McDaniel, 2014;Dunlosky, Rawson, Marsh, Nathan, & Willingham, 2013). We suggest that this education-focused research should also embrace two additional domains: (a) individual differences in cognitive abilities and domain experience (e.g., interest and knowledge) and (b) the functions-and dysfunctions-of attention in learning contexts.Stable cognitive-ability differences, such as those in working memory capacity (WMC), predict many indices of academic achievement (e.g., Alloway & Alloway, 2010;Cowan et al., 2005). Educational psychology has further identified personality and experi...

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Section: Limitations Of Prior Educationally Relevant Mind-wandering Rmentioning

confidence: 99%

Section: Issues Of Causalitymentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

A combined experimental and individual-differences investigation into mind wandering during a video lecture.

Kane

Smeekens

Bastian

et al. 2017

Journal of Experimental Psychology: General

121

View full text Add to dashboard Cite

show abstract

“…There are three types of interaction which include student-student interaction, student-technology interaction, student-teacher interaction and student-content interaction [31]- [33]. Engagement describes different behaviours, perception, thoughts and attitudes during learning [34]. Engagement is derived of three types which are emotional, behavioural and cognitive.…”

Section: E Connectivism Learning Theorymentioning

confidence: 99%

Using Metacognitive Awareness in Learning Vocabulary with Cloud-Based Immersive Technology

Poo¹,

Funn²

2017

IJIET

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Abstract-This study looks at language learning vocabulary problems in the Malaysian primary school. The problem was rooted to the teaching method of primary schools where textbook-based teaching is still practised. The objective of this study is to show the effectiveness of implementing metacognitive awareness and connectivist learning strategy in vocabulary learning by using a cloud-based immersive learning environment. Mixed methods were adopted in this study. This study involved 40 students from a Chinese primary school in Pulau Pinang, Malaysia. Data was collected from student questionnaires and interviews. The study revealed that metacognitive awareness and connectivist learning helped student in vocabulary learning. The cloud-based immersive learning enabled students to interact with learning content and engage with the vocabulary learning tasks. However, students in the primary school did not fully accept the new teaching method implemented due to the attitudes which were more concerned with exam-taking skills than with language learning. IndexTerms-Metacognition, learning vocabulary, cloud-based technology, immersive environment.

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StruggleIs Not a Bad Word: Misconceptions and Recommendations About Readers Struggling With Difficult Texts

Lupo¹,

Strong²,

Smith³

2018

J Adolescent & Adult Lit

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Many teachers feel that students should not struggle with text; instead, they should read easier texts in order to learn from them and make adequate growth in reading. In turn, teachers might use easier or leveled texts as a solution or a graphic novel or multimodal version to differentiate text reading and to motivate and engage reluctant readers. The authors refute commonly held assumptions or misconceptions and offer alternative recommendations to improve students’ ability to learn from text and develop reading comprehension. The authors also suggest that teachers should embrace the struggle by providing supportive opportunities for all students to engage with challenging texts with appropriate instructional supports. Comprehension scaffolds include addressing adolescent readers’ knowledge and vocabulary needs, engaging readers in discussion about the text, and motivating and engaging readers with the topic and text throughout the reading experience.

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Interest-based text preference moderates the effect of text difficulty on engagement and learning

Cited by 67 publications

References 77 publications

A combined experimental and individual-differences investigation into mind wandering during a video lecture.

A combined experimental and individual-differences investigation into mind wandering during a video lecture.

Using Metacognitive Awareness in Learning Vocabulary with Cloud-Based Immersive Technology

StruggleIs Not a Bad Word: Misconceptions and Recommendations About Readers Struggling With Difficult Texts

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