The Effects of Webpage Navigation on Digital Reading Performance

Abstract

Nineteen OECD and partner economies participated in PISA 2009 digital reading literacy study. Drawing data from this sample survey, this study seeks to examine from a comparative education perspective the efficiency and effectiveness of webpage navigation on digital reading performance. First, the webpages of an exemplary test item and the associated scoring guide are analyzed to elucidate the significance of efficient and effective webpage navigation in order to score high marks in the assessment. Second, the authors make use of the three webpage navigation indicators developed and validated by the PISA 2009 Consortium to measure the student webpage navigation behaviors during the assessment. Third, non-linear multiple regression analyses are undertaken across the economies to examine: (1) whether the relationships of the three webpage navigation indicators with student digital reading performance are linear or not, and (2) the proportion of digital reading variance that can be explained by the webpage navigation indicators. By examining the domain and shape of the graph of the "navigation-performance" relationships, lights are thrown on the efficiency and effectiveness of digital reading webpage navigation behaviors of the students of the participating economies. Implications of the study are discussed for PISA digital reading assessment in the future.