Using an Electronic Highlighter to Eliminate the Negative Effects of Pre-Existing, Inappropriate Highlighting

Gier, Vicki S.; Kreiner, David S.; Hudnell, Jason; Montoya, Jodi; Herring, Daniel

doi:10.1080/10790195.2011.10850341

Cited by 10 publications

(9 citation statements)

References 21 publications

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“…The cognitive load on students when reading to learn is very high ( Foertsch, 1998 ; Mangen et al., 2013 ), creating a significant burden for working memory. Reading strategies can be used to alleviate this ( Gier et al., 2011 ), and the inability to implement the range of actions that supported this goal reduced the capability of the subject to offset this burden.…”

Section: Discussionmentioning

confidence: 99%

“…Investigation as a participant researcher subject to academic pressures enabled exploration of this line of enquiry. The differences in study and reading patterns between individual students are significant ( Brown et al., 1981 ; Gier et al., 2011 ). When multiple students are used for testing and the results compared within a sample set, the variation in patterns of use presents a significant variable affecting observation of the effect of the ereader.…”

Section: Methodsmentioning

confidence: 99%

“…As noted by Foasberg (2011), ereaders are best designed for basic linear reading which is the main requirement of leisure readers, while academic reading consists of complex reading strategies (Gier et al, 2011). The cognitive load on students when reading to learn is very high (Foertsch, 1998;Mangen et al, 2013), creating a significant burden for working memory.…”

Section: Stage 4 -Significant Featuresmentioning

confidence: 99%

“…The findings confirmed that students read in different patterns to a leisure reader when using e-books, and study participants demonstrated pre-reading text subconsciously and focusing on selections of interest when performing academic reading. Academic reading varies significantly in goal and implementation from leisure reading and Gier et al. (2011) found that college students use “multiple reading strategies” to meet their “numerous” reading requirements.…”

Section: Introductionmentioning

confidence: 99%

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An application of activity theory to the “problem of e-books”

Kirby¹,

Anwar²

2020

Heliyon

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The “problem of e-books” is defined as the difficulty improving the adoption rates of e-books by students. The adoption rates of e-books for academic use remain low, and research into the reasons for this have resulted in inconclusive findings. Factors such as student perception, and variations in experimental methodology and technology, contribute to difficulties in generalising findings and establishing conclusive causes for this problem. To better understand the causal factors for low adoption rates and the student's experience with ereaders and digital text, an investigation was conducted by the lead researcher as a student enrolled in a postgraduate course. The experiment was designed using e-book and digital text documents on an ereader for academic study and the results analysed with the framework of Activity Theory. This methodology allowed exploration of the problem within the authentic experience of a student to examine the effects of this social environment on ereader and e-book use. Analysis of the work domain was conducted and a comparative assessment of the observed effect of using the digital documents on an ereader compared with the paper book. Findings show that attempts to apply self-regulation and metacognitive learning techniques within the activity using the ereader were abandoned due to breakdowns in operations, and that this resulted in a perceived lower quality of achievement. The effect on the processes used by the student were extreme and were observed to be highly dependent on the student's use of specific learning strategies. The experimental methodology employed in this investigation enabled identification of the role of the social environment in the use of course documents on an ereader for academic study. The functionality of the ereader was such an extremely poor fit with the observed academic processes that a redesign approach for ereader and e-book technology is proposed as a solution to the low adoption rates of e-books.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Stage 4 -Significant Featuresmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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An application of activity theory to the “problem of e-books”

Kirby¹,

Anwar²

2020

Heliyon

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“…Students read actively by engaging previous knowledge, self-inquiring, and recalling important information in text (Fritz, 2002). College students, with numerous reading requirements and great reading load from courses taken, have been found to use multiple reading strategies such as setting goals, rereading the unfamiliar parts of the text, and using studying techniques such as note-taking, underlining, writing in the margins, and highlighting the relevant parts of the text to enhance their reading efficacy (Viki Gier et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Reading strategy and the need of e‐book features

ChanLin

2013

The Electronic Library

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Purpose-The purpose of this paper is to explore college students' use of electronic reading strategies in reading e-books and the features provided by e-book systems. Both academic reading and leisure reading are evaluated from students' responses. Design/methodology/approach-Both qualitative and quantitative data are collected. In total, eight college students volunteered for in-depth interview to express their strategy in reading e-books. Reading strategies employed by college students are summarized. A set of questionnaire items to assess electronic reading strategies and e-book features for both academic and leisure reading is used for collecting quantitative data. To determine differences between academic reading and leisure reading, pair-t is used among 201 respondents. Findings-Interview data reveal that students use various strategies in reading e-books. These reading strategies are categorized into "Use of prior experiences", "Comprehension and decision making", and "Self-regulation and self-monitoring". From 26 questionnaire items for assessing students' need of reading strategies, 16 are found significantly different between academic reading and leisure reading (p , 0.05). The necessity level of many e-book features is significantly higher for academic reading than for leisure reading (p , 0.05). Research limitations/implications-Research on students' use of strategies in electronic reading is needed in the rich information world. In this study, the assessment of necessity level of using various electronic reading strategies and features provided by e-book systems assessed from students' responses might be helpful for design of e-book systems. However, further research on different reading audiences and specific domains may shed light on more guidelines for implementation and application. Originality/value-It is hoped that the findings of this study will provide suggestions for the innovation of reading supports embedded in e-book systems.

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