The Effects of Reading Goals on Learning in a Computer Mediated Environment

Abstract

This study measured the effects of reading goals on learning in a computer mediated environment. Reading goals are defined as the purpose one has for reading. Learning is defined as adding to one's prior knowledge. A computer mediated environment is defined as reading text from a computer monitor. 125 undergraduates (77 females) were given one of three reading goals: read to understand the text, read to take a test, or read to teach the material to another student. Then the participants read a long (3000+ words) passage of text from a computer screen. A computer program written in Microsoft QuickBasic 4.5 (copyright by Microsoft) presented the text on the screen four lines at a time, and measured how long students spent on each page initially, how many times students re-read pages, and how much time students spent re-reading pages. Half of the participants read passages with headings, while the other half read passages without headings. Learning was measured in three ways: recall of the main topics and supporting details of the passage, time spent reading each page of text and time spent re-reading pages, and number of times pages were re-read. Recall of supporting details was significantly greater for the teaching goal than the testing goal. Time spent re-reading was significantly greater for the teaching goal. Students with the knowing goal recalled significantly more supporting details than students with the testing goal. These findings suggest that reading goals do have an effect on learning in a computer mediated environment.

The effects of reading goals in hypertext reading

“…9, 10-12, [16][17][18] concerning the effect of the goals in reading in general and in hypertext in particular. One explanation for that might arrive from the observation that the research in that area is still in its infancy [12] and thus there are no conclusive findings.…”

“…He found out that search time was significantly longer for general questions than for specific ones. Besides, Schoeller [12] found out that different reading goals have an effect on learning from hypertext but only for those participants who were allocated to the heading condition. She found no significant effect for the participants who were allocated into the no heading condition.…”

Türkçe Öğretmeni Adaylarının Ekrandan Okumaya Yönelik Metaforik Algıları

“…Bu nedenle ekranda okuma kavramı ile farklıdır. Schoeller (2005) ekrandan okumayı, bilgisayarın araç olarak kullanıldığı bir ortam, bilgisayar ekranından okuma olarak tanımlamıĢtır. Ekrandan okuma ekran okumadan farklı olarak bilgisayar ekranı benzeri bir ekran ile görüntülenen metinlerin okunması olarak açıklanabilir (Susar Kırmızı, 2017: 288).…”

Ekran Okuryazarlığının Gelişimi ve Geleceğine Yönelik Tahminler

“…Her alana giren internet, bilgisayar ve akıllı telefonlar eğitim alanına da girmiş ve ekranların insan yaşamında etkin bir şekilde kullanılması ekrandan okumayı ortaya çıkarmıştır. Schoeller (2005), ekrandan okumayı bilgisayarın araç olarak kullanıldığı bir ortamdaki okuma olarak tanımlamaktadır. Başka bir tanıma göre, ekrandan okuma, elektronik metinlerden yapılan okumadır (Ertem ve Özen, 2014: 325).…”