Strategy training and mind-mapping facilitates children’s hypertext comprehension

Fesel, Sabine S.; Segers, Eliane; Leeuw, Linda de

doi:10.1075/wll.19.2.01fes

Cited by 9 publications

(9 citation statements)

References 51 publications

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“…Unexpectedly, EMMEs combined with contrasting cases have a rather modest impact in improving students' navigation, as captured by our navigation indices. Concurring with prior research (Fesel et al, 2016;Kuo & Hwang, 2014), our instructional program produced an increase in reading times of the main document during the question-answering task. However, this effect is not selectively manifested in increased times for relevant pages or in decreased times for irrelevant pages.…”

Section: Discussionmentioning

confidence: 52%

“…Four main instructional methods have been used in the literature, including direct instruction (Kuiper, Volman & Terwell, 2008Kuo & Hwang, 2014), different types of scaffolds (Argelago´s & Pifarre´, 2012;De Vries, van der Meij & Lazonder, 2008;Fesel, Segers, De Leeuw, & Verhoeven, 2016;Walraven, Brand-Gruwel, & Boshuizen, 2010), work in pairs (De Vries et al, 2008;Fesel et al, Kuiper et al (2008) 5th grade Direct instruction, work in pairs…”

Section: Instruction Of Digital Reading Strategiesmentioning

confidence: 99%

“…As EMMEs allow conveying reading strategies solely by using visual cues, they may be particularly useful to support students who may struggle by receiving instructional information in verbal form. EMMEs could be considered as a complementary technique in existing programs in this learning context, based on other instructional methods such as direct instruction or scaffolding (Argelago´s & Pifarre´, 2012;De Vries et al, 2008;Fesel et al, 2016;Kuiper et al, 2008Kuiper et al, , 2009Kuo & Hwang, 2014;Walraven et al, 2010). Notwithstanding, this technique not only increases the possibilities of individualization of the task for each student but also reduces the teacher's load, as videos can be consulted at any time and can be seen repeatedly without cost to the teacher.…”

Section: Limitations and Instructional Applicationsmentioning

confidence: 99%

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Instruction of Digital Reading Strategies Based on Eye-Movements Modeling Examples

Salmerón

Llorens²

2018

Journal of Educational Computing Research

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During the last decade, several studies have proposed and tested different instructional methods for teaching digital reading strategies to young students. In this study, we have tested the effectiveness of a program combining eye-movements modeling examples (EMMEs) and contrasting cases to instruct ninth-grade students how to plan, evaluate, and monitor their digital reading. EMMEs are videos that display a dot representing the eye movements of a model and an oral transcription of her thoughts while answering a specific question in a hypertext. Students in the EMME condition obtain higher comprehension scores in a posttest performed 1 week after the instruction, as compared with a control group that have received a control instruction using written case examples. Students working with EMMEs also spend more time reading the main digital document, but they do not differ in terms of visits and time to relevant and irrelevant pages. Our study suggests that EMMEs can be used to foster literacy strategy instruction.

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Section: Discussionmentioning

confidence: 52%

Section: Instruction Of Digital Reading Strategiesmentioning

confidence: 99%

Section: Limitations and Instructional Applicationsmentioning

confidence: 99%

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Instruction of Digital Reading Strategies Based on Eye-Movements Modeling Examples

Salmerón

Llorens²

2018

Journal of Educational Computing Research

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“…Especially students with lower vocabulary levels need additional help. Students may benefit from explicit training on how to read hypertexts, and on what they should pay attention to while navigating the networked hypertext (see e.g., Fesel, Segers, de Leeuw, & Verhoeven, ). In conclusion, we showed that for 13‐year olds, reading a networked hypertext negatively impacts comprehension and navigation behaviour, especially for those with lower vocabulary.…”

Section: Discussionmentioning

confidence: 99%

Comprehension and navigation of networked hypertexts

Blom

Segers

Knoors

et al. 2018

Computer Assisted Learning

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This study aims to investigate secondary school students' reading comprehension and navigation of networked hypertexts with and without a graphic overview compared to linear digital texts.Additionally, it was studied whether prior knowledge, vocabulary, verbal, and visual working memory moderated the relation between text design and comprehension. Therefore, 80 firstyear secondary school students read both a linear text and a networked hypertext with and without a graphical overview. Logfiles registered their navigation. After reading the text, students answered textbased multiple choice questions and drew mindmaps to assess their structural knowledge of each text content. It was found that both textbased and structural knowledge were lower after reading a networked hypertext than a linear text, especially in students with lower levels of vocabulary. Students took generally more time to read the hypertext than the linear text.We concluded that networked hypertexts are more challenging to read than linear texts and that students may benefit from explicit training on how to read hypertexts.

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“…(2018) , the efficacy of constructing maps for integrated understanding has been only tested with Secondary school and older students, although previous studies suggest that students as young as 6th graders can be instructed to integrate information from texts ( Martínez et al., 2015 ; Wissinger & De La Paz, 2016 ). In addition, recent research has shown that concept maps can be effectively use with 6th graders to teach other advance literacy strategies, such as navigating hypertexts ( Fesel et al., 2016 ). The meta-analysis conducted by Schroeder et al.…”

Section: Introductionmentioning

confidence: 99%

Integrating digital documents by means of concept maps: testing an intervention program with eye-movements modelling examples

García¹,

Amadieu²,

Salmerón³

2021

Heliyon

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When using the Internet to learn about a curricular topic students face the challenge of not only understanding each single document, but also of integrating the ideas in a combined representation. Several intervention studies have tested instructional methods, such as building concept maps, aimed at teaching integration of multiple documents to Secondary education and older students. However, building a concept map may be demanding for learners and requires competencies to build maps in an appropriate way. In the current study we explore the extent to which such integration processes relying a concept map mapping instruction can be efficiently taught to 6 th grade students. Specifically, we tested a program which included eye-movement modeling examples (EMMEs) and self-explanation prompts on comprehension and concept mapping in a natural educational setting. An active control group received a similar instruction without EMMEs. Students were randomly assigned to the intervention ( n = 34) or active control ( n = 32) groups, and participated in 1-h sessions during four consecutive days. Results indicated that EMME group learnt better than the control group the phases to construct a concept map, as measured in a questionnaire. However, from pre to post test, the EMME group didn't improve comprehension as measured by open-ended reading comprehension questions or in a delayed summary. We conclude that EMMEs can be used to foster literacy strategy instruction of primary school students.

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Strategy training and mind-mapping facilitates children’s hypertext comprehension

Cited by 9 publications

References 51 publications

Instruction of Digital Reading Strategies Based on Eye-Movements Modeling Examples

Instruction of Digital Reading Strategies Based on Eye-Movements Modeling Examples

Comprehension and navigation of networked hypertexts

Integrating digital documents by means of concept maps: testing an intervention program with eye-movements modelling examples

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