Using Internet videos to learn about controversies: Evaluation and integration of multiple and multimodal documents by primary school students
Abstract In many Internet videos authors appear in front of the camera to present their particular view on a topic. Given the high consumption rate of Internet videos by teenagers, we explored the pros and cons of using these videos to learn about complex topics, compared to learning from textual web pages. Specifically, we studied how 207 primary school students (grades 4–6) evaluated and integrated multiple and multimodal web pages (text or video) while learning about the pros and cons of bottled water. Results showed no major role of modality in students' source memory, as measured by citations in their responses to an integration question and their memory for sources. Nevertheless, moda…
READ-COGvid: A Database From Reading and Media Habits During COVID-19 Confinement in Spain and Italy
Learning through video blogs
Previous research have found evidences of both, low traditional literacy skills (e.g. reading) and low digital literacy skills (computers and Internet skills) in the population of young students with intellectual disabilities ID). The main goal of this study was to test if learning content in the Internet was enhanced or interfered by video blog presentation mode for this population. In particular, we explored the metacognitive deficit hypothesis by Ackerman & Goldsmith [1] which predicts that a) monitoring accuracy (difference between predicted and actual comprehension) will be lower in videos than in texts; b) restudy decisions will be more efficient in the text medium (i.e. higher restud…
Tablets for all? Testing the screen inferiority effect with upper primary school students
Abstract Educational institutions across the world are increasingly integrating tablets in the classroom, under the assumption that tablets improve students' learning. However, little research has specifically focused on the effects of tablets on reading comprehension of primary school children. Based on previous research with undergraduate students, we tested the hypothesis that primary school students will get more distracted, and subsequently comprehend less, when reading expository texts on tablets, as opposed to paper, particularly when they read under time pressure. In addition, from the lens of the comprehension levels hypothesis, we also analyzed the extent to which higher text comp…
Critical analysis of the effects of the digital technologies on reading and learning / Análisis crítico sobre los efectos de las tecnologías digitales en la lectura y el aprendizaje
AbstractIn the digital age, the introduction of digital technologies (or information and communication technologies, ICT) in classrooms is a necessary, imperative reality. However, the educational ...
¿El confinamiento cambió el uso y la percepción de Internet de las personas con DI y de sus familias?
El principal objetivo de este trabajo fue conocer cómo estaba influyendo el confinamiento en los jóvenes con DI y sus familias, atendiendo al uso de Internet, la percepción de los beneficios y riesgos de Internet y su estado de ánimo. Para ello, se realizó una encuesta online distribuida entre jóvenes con DI mayores de edad de distintas asociaciones pertenecientes a Plena Inclusión CV y alumnos/as del Programa Universitario de Formación para el Empleo de Jóvenes con Discapacidad Intelectual (UNINCLUV-2ª Edición) en la Universitat de València. Los resultados muestran cómo se ha incrementado el uso de Internet en ese periodo fundamentalmente en tareas de formación on-line, como se perciben be…
Facilitar la Lectura Crítica en Internet
Pablo Delgado, Vicenta Ávila, Inmaculada Fajardo y Ladislao Salmerón (miembros de la ERI-Lectura de la Universitat de València) presentan los resultados de su investigación sobre lectura crítica en Internet en en las Jornades Lectura Fàcil de la Generalitat Valenciana organizadas por la ERI-Lectura de la Universitat de València el 18-19 mayo de 2018. http://ir.uv.es/4zhj7IR
Using eye-movement modelling examples to improve critical reading of multiple webpages on a conflicting topic
This project investigates the effects of an EMME intervention on undergraduates' sourcing when reading conflicting multiple texts on the Internet. Dependent variables: eye-movements on SERP, webs header, texts authors, and texts; use of source information in summaries; ideas from texts in summaries.
Training young adults with intellectual disability to read critically on the internet.
Background Young people with intellectual disability (ID) are becoming frequent Internet users, but they present difficulties selecting reliable Internet sources. Methods The present authors tested an instructional programme aimed at increasing skills to evaluate information from the Internet of 33 young adult students with intellectual disability enrolled in special needs education (19.4 years). The programme was composed of different web pages that provided conflicting views on a controversial topic. Students participated in small group discussions supported with Wh-question graphic organizers and contrasting cases during seven sessions. Results Differences between pre- and post-tests ind…
Don't throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension
Abstract With the increasing dominance of digital reading over paper reading, gaining understanding of the effects of the medium on reading comprehension has become critical. However, results from research comparing learning outcomes across printed and digital media are mixed, making conclusions difficult to reach. In the current meta-analysis, we examined research in recent years (2000–2017), comparing the reading of comparable texts on paper and on digital devices. We included studies with between-participants (n = 38) and within-participants designs (n = 16) involving 171,055 participants. Both designs yielded the same advantage of paper over digital reading (Hedge's g = −0.21; dc = −0.2…
El libro no ha muerto: Desventaja meta-cognitiva de la lectura en pantalla
A pesar de la rápida expansión de los dispositivos digitales como medio de lectura, el formato impreso sigue siendo el preferido por la mayoría de los lectores. Más aún, investigaciones recientes revelan cierta desventaja del medio digital cuando se trata de comprender textos. En el presente artículo se revisan una serie de trabajos realizados por la investigadora Rakefet Ackerman y sus colaboradores, cuyos resultados sugieren que esta inferioridad de la lectura en pantalla es consecuencia de déficits en la regulación meta-cognitiva cuando nos enfrentamos mediante el medio digital a tareas que exigen decisiones acerca de la asignación de esfuerzos cognitivos.
The inattentive on-screen reading: Reading medium affects attention and reading comprehension under time pressure
This study explored the influence of reading media and reading time-frame on readers' on-task attention, metacognitive calibration, and reading comprehension. One hundred and forty undergraduates were allocated to one of four experimental conditions varying on the reading medium (in print vs. on screen) and on the reading time-frame (free vs. pressured time). Readers' mindwandering while reading, prediction of performance on a comprehension test, and their text comprehension were measured. In-print readers, but not on-screen readers, mindwandered less on the pressured than in the free time condition, indicating higher task adaptation in print. Accordingly, on-screen readers in the pressured…