Reading digital text involves working memory updating based on task characteristics and reader behavior

Abstract

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Expository multimedia comprehension in E‐learning: Presentation format, verbal ability and working memory capacity

“…The correlation between total comprehension and working memory was small and not significant, and in linear modelling, taking into account other factors, working memory capacity did not have a main significant effect. These results are different from those who found effects of working memory on digital text comprehension (Hahnel et al, 2017; Lee & Tedder, 2003; Naumann et al, 2008), and in multimedia learning (Mutlu‐Bayraktar et al, 2019; see Wiley et al, 2014). However, as argued before, one of the main differences is that previous studies were carried out in constrained laboratory or class settings, in contrast with this study.…”

“…In traditional printed reading, individual differences in working memory have been associated with differences in text comprehension, because working memory space constrains inferential processing and model construction (Peng et al, 2018). In digital reading, working memory differences still significantly predicted comprehension after controlling for linear reading (Hahnel et al, 2017). Working memory interacts with navigation: more demanding hypertext navigation requirements affect low working memory participants in particular (Lee & Tedder, 2003; Naumann et al, 2008).…”

Automated and controlled processes in comprehending multiple documents

“…In terms of performance, better single-text comprehension skills predicted better comprehension of MDs while fully meditating the effect of working memory on MD comprehension. This result corresponds with findings on primary school children (Florit, Cain, and Mason 2019) and supports the view that, without a complex navigational structure, working memory demands in MD reading do not exceed those of text comprehension (Hahnel et al 2017;cf. Barzilai and Strømsø 2018;Mahlow et al 2020).…”

“…One study on MD reading in a hypertext environment suggests that readers of higher working memory capacity might be in a better position to make global, not explicitly stated connections (see Barzilai and Strømsø 2018). However, Hahnel et al (2017) argued that in hypertext environments working memory demands, beyond those of text comprehension (e.g. Hannon 2012), arise from the necessity of navigational decision-making.…”

Novices’ performance using hypertext materials: Shedding light on disorientation

“…As suggested by Amadieu et al (2017), a potential explanation is that the materials were properly designed, so working memory capacity was not overwhelmed during the task. It would be interesting to test different aspects of working memory other than reading span, such as spatial WM (Kornmann et al, 2016) or working memory updating (Hahnel, Goldhammer, Kröhne, & Naumann, 2017) to find new answers.…”