Low Literacy Users

Colter, Angela; Summers, Kathryn

doi:10.1016/b978-0-12-408138-3.00013-3

Cited by 9 publications

(6 citation statements)

References 9 publications

(11 reference statements)

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“…Despite the lack of studies on specific health literacy groups, research conducted in domains other than health literacy, such as literacy, could provide some insight in the possible differences between health literacy groups. For instance, people with limited literacy skills have different attention patterns: On the one hand, they tend to spend more time to the text to make sure not to miss important information, whereas, on the other hand, they are also characterized by skipping large parts of the text due to being distracted by other elements on the webpage (Colter & Summers, 2014).…”

Section: Health Literacy and Attention To Health Informationmentioning

confidence: 99%

“…As this effect was not found for people with limited health literacy, this finding indicates that health literacy affects the efficiency of information processing time. Colter and Summers (2014) showed that people with limited literacy skills often spend much time on online information, because they are afraid to miss out on important information. However, while reading, people with limited literacy spend a lot of cognitive effort to make sense of what words actually mean, without sufficiently processing the message.…”

Section: How People With Limited Health Literacy Use Online Health Informationmentioning

confidence: 99%

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Exploring the role of health literacy on attention to and recall of text-illustrated health information: An eye-tracking study

Meppelink

Bol

2015

Computers in Human Behavior

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Although the use of illustrations is often recommended for audiences with limited health literacy, it is unclear how health literacy impacts the use of different online formats. The aim of this paper is therefore to investigate how health literacy influences attention to text and illustrations in online health information, and whether such attention is related to recall of information. Sixty-one participants were exposed to either text-only or text-illustrated information. Using eye tracking, we recorded attention patterns on a health webpage after which recall of information was assessed. Results showed that health literacy influenced the attention-recall relationship. For people with limited health literacy, attention to the illustrations was positively related to recall, whereas attention to the text improved recall of information in the adequate health literate group. As attention to different parts of online health information leads to different information processing routes for people with different levels of health literacy, effective health communication should consider both text and illustrations that attract attention and improve understanding of the health message.

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Section: Health Literacy and Attention To Health Informationmentioning

confidence: 99%

Section: How People With Limited Health Literacy Use Online Health Informationmentioning

confidence: 99%

Exploring the role of health literacy on attention to and recall of text-illustrated health information: An eye-tracking study

Meppelink

Bol

2015

Computers in Human Behavior

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“…It is important to note that while these assessments are valuable for evaluating general literacy, they do not specifically address functional illiteracy [4]. Furthermore, these assessments often take 30-45 minutes, which can be time-consuming to administer and score [46]. In research involving participants with limited literacy, researchers have sought quicker alternatives to reduce participant frustration and improve feasibility [46].…”

Section: Motivation For Technology Usementioning

confidence: 99%

“…Furthermore, these assessments often take 30-45 minutes, which can be time-consuming to administer and score [46]. In research involving participants with limited literacy, researchers have sought quicker alternatives to reduce participant frustration and improve feasibility [46]. Some of these alternatives include assessments that take less than five minutes, such as the Rapid Assessment of Adult Literacy in Medicine (REALM) [17] or Slossen Oral Reading Test (SORT) [46].…”

Section: Motivation For Technology Usementioning

confidence: 99%

Defining Functional Illiteracy to Empower Inclusive Technology Design

Mohammed,

Uren,

Joel-Edgar

et al. 2023

Proceedings of the 4th African Human Computer Interaction Conference

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Limited literacy presents a significant challenge in HCI research, yet the field lacks consistent definitions and measurement criteria.Researchers often interchange terms such as 'functional illiterates,' 'low literates,' and 'semi-literates,' further complicating the field. This paper conducts a systematic literature review (SLR) of 33 HCI studies, revealing concerns about the absence of a definition in 41% of the studies and the lack of measurement technique in 74%. Based on the results from our SLR and relevant research beyond HCI, we propose the following work-in-progress definition. 'Functional illiterates are motivated adults with some familiarity with text but insufficient to fully comprehend meanings and low skills in the measured digital skill, with enough language proficiency in the study language if they are literate in their native language. This understanding, coupled with addressing the identified issues, will empower the HCI4D community to design more inclusive technology solutions for functionally illiterate users in developing countries.CCS CONCEPTS •Social and professional topics~User characteristics •Human-centered computing~Accessibility~Accessibility theory, concepts and paradigms •Human-centered computing~Human computer interaction (HCI)~HCI theory, concepts and models.

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“…a given piece of code) by using any one or a combination of these processes. An attempt to comprehend something that is written down and spoken requires more cognitive effort than just listening to it (Colter & Summers, 2014). However, many people prefer to listen, as they consider it the easiest method to comprehend something.…”

Section: Reading Speaking and Listeningmentioning

confidence: 99%

Decoding the underlying cognitive processes and related support strategies utilised by expert instructors during source code comprehension

Khomokhoana

Nel²

2020

SACJ

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Many novice programmers fail to comprehend source code and its related concepts in the same way that their instructors do. As emphasised in the Decoding the Disciplines (DtDs) framework, each discipline (including Computer Science) has its own unique set of mental operations. However, instructors often take certain important mental operations for granted and do not explain these 'hidden' steps explicitly when modelling problem solutions. A clear understanding of the underlying cognitive processes and related support strategies employed by experts during source code comprehension (SCC) could ultimately be utilised to help novice programmers to better execute the cognitive processes necessary to efficiently comprehend source code. Positioned within Step 2 of the DtDs framework, this study employed decoding interviews and observations, followed by narrative data analysis, to identify the underlying cognitive processes and related support (though often 'hidden') strategies utilised by a select group of experienced programming instructors during an SCC task. The insights gained were then used to formulate a set of important cognitive-related support strategies for efficient SCC. Programming instructors are encouraged to continuously emphasise strategies like these when modelling their expert ways of thinking regarding efficient SCC more explicitly to their novice students.

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Low Literacy Users

Cited by 9 publications

References 9 publications

Exploring the role of health literacy on attention to and recall of text-illustrated health information: An eye-tracking study

Exploring the role of health literacy on attention to and recall of text-illustrated health information: An eye-tracking study

Defining Functional Illiteracy to Empower Inclusive Technology Design

Decoding the underlying cognitive processes and related support strategies utilised by expert instructors during source code comprehension

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