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The role of reading skills in the evaluation of online information gathered from search engine […]
Hahnel, Carolin; Goldhammer, Frank; Kröhne, Ulf; Naumann, Johannes
Zeitschriftenbeitrag
| In: Computers in Human Behavior | 2018
37929 Endnote
Autor*innen:
Hahnel, Carolin; Goldhammer, Frank; Kröhne, Ulf; Naumann, Johannes
Titel:
The role of reading skills in the evaluation of online information gathered from search engine environments
In:
Computers in Human Behavior, 78 (2018) , S. 223-234
DOI:
10.1016/j.chb.2017.10.004
URN:
urn:nbn:de:0111-dipfdocs-192242
URL:
http://www.dipfdocs.de/volltexte/2020/19224/pdf/CiHB_2018_Hahnel_et_al_The_role_of_reading_skills_in_the_evaluation_of_online_information_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Bewertung; Deutschland; Digitale Medien; Einflussfaktor; Empirische Untersuchung; Hypertext; Information; Internet; Lesekompetenz; Leseverhalten; Online; Relevanz; Schüler; Sekundarbereich; Suchmaschine; Technologiebasiertes Testen
Abstract (english):
A critical evaluation of results to find useful information is essential when doing a web search. In this study, we investigated the evaluation skills of secondary school students, based on their behavior in selecting links from a search engine result page (SERP). To clarify the role of reading when evaluating online information, we assessed students' individual reading skills on word, sentence, and text level. Data from 416 15-year-old students participating in a computer based German add-on study to the Programme for International Student Assessment (PISA) in 2012 were investigated. Using generalized linear mixed models (GLMMs), it was found that reading skills affected the ability to evaluate online information. These effects were influenced by the distinctiveness of information in relevance and students' navigation to subsequent SERPs or websites. The results are interpreted to show that skilled readers are able to allocate their cognitive resources more efficiently than less skilled readers when evaluating online information. Implications are discussed in terms of underlying cognitive processes when making web search decisions. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Mit Antolin punkten oder: Wie sich mit dem Leseförderprogramm der Bock zum Gärtner macht
Jornitz, Sieglinde; Leser, Christoph
Zeitschriftenbeitrag
| In: Pädagogische Korrespondenz | 2018
38515 Endnote
Autor*innen:
Jornitz, Sieglinde; Leser, Christoph
Titel:
Mit Antolin punkten oder: Wie sich mit dem Leseförderprogramm der Bock zum Gärtner macht
In:
Pädagogische Korrespondenz, (2018) 57, S. 55-73
URN:
urn:nbn:de:0111-pedocs-211006
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-211006
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Leseförderung; Lesen; Digitale Medien; Unterrichtsmaterial; Computerprogramm; Software; Schüler; Motivation; Hypertext; Lesekompetenz; Didaktik; Qualität; Bewertung
Abstract:
In dem Artikel wird sich mit einer an deutschen Schulen hoher Beliebtheit erfreuenden digitalen Plattform zur Leseförderung namens "Antolin" befasst. Dazu werden neben dem Selbstverständnis und der Grundstruktur des Angebots vor allem auch die Möglichkeiten der Auswertung analysiert. Dabei stellt sich heraus, dass die sich durch das Programm darbietende "digitale Logik" einer pädagogischen Absicht entgegenwirkt, indem sie nicht zur Ablösung der Nutzung von Antolin im Sinne eines nun selbständigen Lesens führt, sondern im Gegenteil die Schülerinnen und Schüler an das Produkt dauerhaft binden soll. (DIPF/Autor)
Abstract (english):
The authors of the article analyse the software platform Antolin, that is very famous in german schools and should help to support reading literacy of students. But instead of liberating the student from using the platform, it ties them to the product and works therefore against the pedagogical aim of educating a mature subject. (DIPF/Autor)
DIPF-Abteilung:
Informationszentrum Bildung
Reading digital text involves working memory updating based on task characteristics and reader […]
Hahnel, Carolin; Goldhammer, Frank; Kröhne, Ulf; Naumann, Johannes
Zeitschriftenbeitrag
| In: Learning and Individual Differences | 2017
37928 Endnote
Autor*innen:
Hahnel, Carolin; Goldhammer, Frank; Kröhne, Ulf; Naumann, Johannes
Titel:
Reading digital text involves working memory updating based on task characteristics and reader behavior
In:
Learning and Individual Differences, 59 (2017) , S. 149-157
DOI:
10.1016/j.lindif.2017.09.001
URN:
urn:nbn:de:0111-pedocs-175584
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-175584
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Arbeitsgedächtnis; Digitale Medien; Einflussfaktor; Empirische Untersuchung; Hypertext; Interaktion; Lesekompetenz; Lesen; Leseverhalten; Textverständnis
Abstract (english):
Receiving and using web-based information has become part of everyday life, but the non-linear presentation of information can make considerable demands on cognitive resources, affecting text comprehension. This study examined whether memory updating predicts students' comprehension of digital hypertext over and above skills in reading linearly structured text, and whether this association is affected by particular characteristics of reading tasks, the hypertext and individual reading behavior. Measures included reading comprehension as assessed via hypertext (digital reading) and linear text (linear reading) as well as memory updating among 15-year-old German students (N = 288). The number of nodes in a hypertext and cognitive reading operations required for task processing were regarded as task characteristics. Indicators of reader behavior were derived from log files. The results demonstrated a general effect of memory updating on digital reading over and above linear reading. This effect was not affected by the number of available nodes but by cognitive reading operations and individual reader behavior. Implications for students' cognitive processing of hypertexts are discussed. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Time-on-task effects in digital reading are non-linear and moderated by persons' skills and tasks' […]
Naumann, Johannes; Goldhammer, Frank
Zeitschriftenbeitrag
| In: Learning and Individual Differences | 2017
36715 Endnote
Autor*innen:
Naumann, Johannes; Goldhammer, Frank
Titel:
Time-on-task effects in digital reading are non-linear and moderated by persons' skills and tasks' demands
In:
Learning and Individual Differences, 53 (2017) , S. 1-16
DOI:
10.1016/j.lindif.2016.10.002
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Digitale Medien; Hypertext; Internationaler Vergleich; Kognitive Prozesse; Leistungsmessung; Lesekompetenz; Lesen; Leseverstehen; Modell; OECD-Länder; PISA <Programme for International Student Assessment>; Problemlösen; Schülerleistung; Technologiebasiertes Testen; Testaufgabe; Testkonstruktion; Wirkung; Zeit
Abstract:
Time-on-task effects on response accuracy in digital reading tasks were examined using PISA 2009 data (N = 34,062, 19 countries/economies). As a baseline, task responses were explained by time on task, tasks' easiness, and persons' digital reading skill (Model 1). Model 2 added a quadratic time-on-task effect, persons' comprehension skill and tasks' navigation demands as predictors. In each country, linear and quadratic time-on-task effects were moderated by person and task characteristics. Strongly positive linear time-on-task effects were found for persons being poor digital readers (Model 1) and poor comprehenders (Model 2), which decreased with increasing skill. Positive linear time-on-task effects were found for hard tasks (Model 1) and tasks high in navigation demands (Model 2). For easy tasks and tasks low in navigation demands, the time-on-task effects were negative, or close to zero, respectively. A negative quadratic component of the time-on-task effect was more pronounced for strong comprehenders, while the linear component was weaker. Correspondingly, for tasks high in navigation demands the negative quadratic component to the time-on-task effect was weaker, and the linear component was stronger. These results are in line with a dual-processing account of digital reading that distinguishes automatic reading components from resource-demanding regulation and navigation processes. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Effects of linear reading, basic computer skills, evaluating online information, and navigation on […]
Hahnel, Carolin; Goldhammer, Frank; Naumann, Johannes; Kröhne, Ulf
Zeitschriftenbeitrag
| In: Computers in Human Behavior | 2016
35868 Endnote
Autor*innen:
Hahnel, Carolin; Goldhammer, Frank; Naumann, Johannes; Kröhne, Ulf
Titel:
Effects of linear reading, basic computer skills, evaluating online information, and navigation on reading digital text
In:
Computers in Human Behavior, 55 (2016) A, S. 486-500
DOI:
10.1016/j.chb.2015.09.042
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Deutschland; Digitale Medien; Empirische Untersuchung; Hypertext; Information; Leistungsmessung; Lesekompetenz; Lesen; Leseverhalten; Leseverstehen; Medienkompetenz; Online; PISA <Programme for International Student Assessment>; Schüler; Schülerleistung; Textverständnis; Wirkung
Abstract (english):
Reading and understanding digital text that is organized in a non-linear hypertext format can be challenging for students as it requires a more self-directed selection of text pieces compared to reading linear texts. This study aims at investigating how individual differences in students' skills in comprehending digital text can be explained by their navigation behavior and various underlying skills. Students' navigation behavior was operationalized by their selection of task-relevant hypertext pages; students' abilities in terms of reading linear texts, dealing with computer interfaces more generally, and evaluating the usefulness of online information were considered as underlying skills. We hypothesized that basic computer skills and evaluating online information would explain performance in digital reading above and beyond reading skills measured with linear texts. These effects were expected to be mediated by navigation behavior. A subsample of 15-year-old German students who participated in the Programme for International Student Assessment (PISA) 2012 was investigated (N = 888). The results confirmed the hypothesized mediation between linear reading, navigation behavior, and digital reading. Moreover, navigation behavior also mediated the relation between basic computer skills and digital reading but not the relation between evaluating online information and digital reading. Implications regarding processes in digital reading and navigation of hypertexts are discussed. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Domain-specific corpus expansion with focused webcrawling
Remus, Steffen; Biemann, Chris
Sammelbandbeitrag
| Aus: European Language Resources Association (Hrsg.): Proceedings of the 10th International Conference on Language Resources and Evaluation (LREC 2016) | Portoroz: European Language Resources Association | 2016
37066 Endnote
Autor*innen:
Remus, Steffen; Biemann, Chris
Titel:
Domain-specific corpus expansion with focused webcrawling
Aus:
European Language Resources Association (Hrsg.): Proceedings of the 10th International Conference on Language Resources and Evaluation (LREC 2016), Portoroz: European Language Resources Association, 2016 , S. 3607-3611
URL:
http://www.lrec-conf.org/proceedings/lrec2016/pdf/316_Paper.pdf
Dokumenttyp:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Sprache:
Englisch
Schlagwörter:
Algorithmus; Automatisierung; Bildung; Computerlinguistik; Data Mining; Hypertext; Modell; Sprache; Text; Textanalyse
Abstract:
This work presents a straightforward method for extending or creating in-domain web corpora by focused webcrawling. The focused webcrawler uses statistical N-gram language models to estimate the relatedness of documents and weblinks and needs as input only N-grams or plain texts of a predefined domain and seed URLs as starting points. Two experiments demonstrate that our focused crawler is able to stay focused in domain and language. The first experiment shows that the crawler stays in a focused domain, the second experiment demonstrates that language models trained on focused crawls obtain better perplexity scores on in-domain corpora. We distribute the focused crawler as open source software. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
A model of online reading engagement. Linking engagement, navigation, and performance in digital […]
Naumann, Johannes
Zeitschriftenbeitrag
| In: Computers in Human Behavior | 2015
35613 Endnote
Autor*innen:
Naumann, Johannes
Titel:
A model of online reading engagement. Linking engagement, navigation, and performance in digital reading
In:
Computers in Human Behavior, 53 (2015) , S. 263-277
DOI:
10.1016/j.chb.2015.06.051
URN:
urn:nbn:de:0111-pedocs-179745
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-179745
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Digitale Medien; Hypertext; Internet; Lesekompetenz; Lesen; Leseverhalten; Logdatei; Mediennutzung; Metaanalyse; Modell; Motivation; Online; PISA <Programme for International Student Assessment>; Schüler; Soziales Netzwerk; World wide web 2.0
Abstract:
A model of online reading engagement is outlined. This model proposes that online reading engagement predicts dedication in digital reading. Dedication in digital reading according to the model is reflected in task-adaptive navigation, and task-adaptive navigation predicts digital reading performance over and above print reading skill. Information engagement is assumed to positively predict task-adaptive navigation, while social engagement is assumed to negatively predict task-adaptive navigation. These hypotheses were tested using OECD PISA 2009 Digital Reading Assessment data from 17 countries and economies (N = 29,395). Individual task responses served as the primary unit of analysis. Linear mixed models were used to predict navigation behavior from the interaction of information and social online reading engagement with navigation demands. High information engagement was associated with more task-adaptive navigation behavior, as shown by significant positive interactions between information engagement and tasks' navigation demands. In contrast, high social engagement was associated with less adaptive navigation behavior, as shown by negative interactions between social engagement and navigation demands. Generalized linear mixed models were used to predict task performance by the interaction of navigation demands and navigation behavior. Adaptive navigation behavior predicted digital reading task performance, as shown by significant interactions between navigation behavior and navigation demands. These results are in support of the proposed model of online reading engagement. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
How adolescents navigate Wikipedia to answer questions / ¿Cómo navegan los adolescentes en […]
Salmerón, Ladislao; Cerdán, Raquel; Naumann, Johannes
Zeitschriftenbeitrag
| In: Infancia y aprendizaje | 2015
36659 Endnote
Autor*innen:
Salmerón, Ladislao; Cerdán, Raquel; Naumann, Johannes
Titel:
How adolescents navigate Wikipedia to answer questions / ¿Cómo navegan los adolescentes en Wikipedia para contestar preguntas?
In:
Infancia y aprendizaje, 38 (2015) 2, S. 435-471
URN:
urn:nbn:de:0111-dipfdocs-193257
URL:
http://www.dipfdocs.de/volltexte/2020/19325/pdf/Inf_y_apr_2015_2_Salmeron_Cerdan_Naumann_How_adolescents_navigate_Wikipedia_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Sonstiges
Schlagwörter:
Hypertext; Navigation; Textverständnis; Verhalten; Schüler; Sekundarstufe I; Schuljahr 08; Verstehen; Empirische Untersuchung; Spanien
Abstract:
En un experimento investigamos cómo los estudiantes de educación secundaria usan claves de relevancia de los hiperenlaces mientras navegan para contestar preguntas en hipertextos. La evidencia previa ha mostrado que los estudiantes pueden navegar bien a partir de un análisis semántico de la relación entre la pregunta y los hiperenlaces existentes, o bien mediante la coincidencia de palabras de la pregunta con palabras de los hiperenlaces. El experimento analiza cómo los estudiantes combinan ambas claves durante la navegación, y cómo la capacidad de comprensión se relaciona con el uso de dichas claves. Nuestro estudio reveló que estudiantes de 14 años (N = 53) seleccionaron hiperenlaces dando un peso similar tanto a la coincidencia terminológica como a la coincidencia semántica. Además, cuando había un conflicto entre un enlace irrelevante activado a partir de la coincidencia terminológica y un enlace relevante sólo activado a partir de la coincidencia semántica, la capacidad de comprensión facilitó la elección inicial del enlace con información relevante. Para concluir, discutimos las implicaciones de estos resultados para los modelos de navegación hipertextual. (DIPF/Orig.)
Abstract (english):
In one experiment, we explored how high school students use hyperlink relevance cues while they navigate to answer questions from hypertexts. Current evidence has shown that students may navigate by either performing a deep semantic analysis of the relationship between the question and the existing hyperlinks, or by matching words in the question to words in the hyperlink labels. We focused on how students combine both cues during navigation, and how comprehension skills relate to the use of such cues. Our study revealed that 14 year old students (N = 53) selected hyperlinks by relying to a similar degree on both word matching and semantic overlap. Furthermore, when there was a conflict between an irrelevant link cued via word matching and a relevant link only cued through semantic overlap, students' comprehension skills facilitated their initial selection of an informative relevant link. To conclude, we discuss the implications of these results for current models of hypertext navigation. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Working memory capacity and reading skill moderate the effectiveness of strategy training in […]
Naumann, Johannes; Richter, Tobias; Christmann, Ursula; Groeben, Norbert
Zeitschriftenbeitrag
| In: Learning and Individual Differences | 2008
7604 Endnote
Autor*innen:
Naumann, Johannes; Richter, Tobias; Christmann, Ursula; Groeben, Norbert
Titel:
Working memory capacity and reading skill moderate the effectiveness of strategy training in learning from hypertext
In:
Learning and Individual Differences, 18 (2008) 2, S. 197-213
URL:
http://www.sciencedirect.com/science/journal/10416080
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Hypertext; Lesefertigkeit; Lernen; Strategie; Training; Wirkung; Gedächtnis; Student; Experiment; Empirische Untersuchung; Köln; Heidelberg
Abstract:
Kognitive und metakognitive Lernstrategien sind für das Lernen mit Hypertext von besonderer Bedeutung. Die Effektivität eines Trainings dieser Strategien ist allerdings an die Verfügbarkeit von Arbeitsgedächtniskapazität gebunden. Während Lerner mit viel Arbeitsgedächtniskapazität von entsprechenden Trainings profitieren, sind Lerner mit wenig Arbeitsgedächtniskapazität leicht zu überfordern. Zusätzlich ist eine ausreichende Effizienz basaler Leseprozesse wichtig für erfolgreiches Strategietraining: Wenn neu erworbene Strategien und schlecht routinisierte basale Leseprozesse um Arbeitsgedächtniskapazität konkurrieren, werden sich Hypertextnavigation und Lernergebnisse eher verschlechtern als verbessern. Vierundsechzig Studierende lernten mit einem umfangreichen expositorischen Hypertext, nachdem sie entweder ein Training kognitiver Lernstrategien, ein Training metakognitiver Lernstrategien oder kein Training erhalten hatten. In Übereinstimmung mit den Vorhersagen verbesserten die Trainings Navigationsverhalten und Lernerfolg bei Lernern mit viel Arbeitsgedächtniskapazität oder guten Lesefähigkeiten. Lerner mit wenig Arbeitsgedächtniskapazität oder schlechten Lesefähigkeiten schnitten dagegen in den Trainingsgruppen schlechter ab als in der Kontrollbedingung. Sowohl für die positiven als auch die negativen Effekte des Trainings auf die Lernleistung konnte belegt werden, dass es sich um indirekte Effekte handelte, die durch die Qualität des Navigationsverhaltens mediiert wurden. ( DIPF/Autor)
Abstract (english):
Cognitive and metacognitive strategies are particularly important for learning with hypertext. The effectiveness of strategy training, however, depends on available working memory resources. Thus, especially learners high on working memory capacity can profit from strategy training, while learners low on working memory capacity might easily be overtaxed. In addition, efficient basic reading comprehension processes areimportant for strategy training to be successful: When both the newly acquired strategies and poorly routinized basic reading comprehension processes compete for working memory resources, navigation within the hypertext and learning might deteriorate rather than improve. In an experiment, 64 undergraduates learned with a comprehensive expository hypertext after receiving either a cognitive or a metacognitive or no strategy training. In line with the predictions, learners high on working memory capacity or reading skill could profit from learning strategy training in terms of learning outcomes and the quality of their navigational behavior. Learners low on working memory capacity or reading skill, in contrast, performed worse in both training conditions compared to the control condition. The improvement in learning outcomes for skilled learners as well as the impairment in learning outcomes for unskilled learners could be shown to be indirect effects mediated by the quality of navigational behavior. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Log file analysis in hypertext research. An overview, a meta-analysis, and some suggestions for […]
Naumann, Johannes
Sammelbandbeitrag
| Aus: Cañas, J. J. (Ed.): Workshop on Cognition and the Web: Information Processing, Comprehension and Learning | Granada: Univ. of Granada | 2008
7741 Endnote
Autor*innen:
Naumann, Johannes
Titel:
Log file analysis in hypertext research. An overview, a meta-analysis, and some suggestions for future research
Aus:
Cañas, J. J. (Ed.): Workshop on Cognition and the Web: Information Processing, Comprehension and Learning, Granada: Univ. of Granada, 2008 , S. 53-57
Dokumenttyp:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Sprache:
Englisch
Schlagwörter:
Hypertext; Hypermedia; Forschung; Analyse; Computerunterstütztes Lernen; Lernverhalten; Metaanalyse
Abstract:
Es wird eine Übersicht über bisher in der Hypertextforschung verwendete Methoden der log file-Analyse gegeben, wobei zwischen Seitenaufruf-, Sequenz-, komplexen und Gesamtpfad-Maßen unterschieden wird. Seitenaufruf-Maße haben eineweite Verbreitung gefunden. Dem gegenüber werden Sequenz-, komplexe und Gesamtpfad-Maße vergleichsweise selten verwendet. Eine Metaanalyse des Zusammenhangs zwischen Hypertextnavigation und Lernerfolg erbrachte einen mittleren Effekt, 95%-KI: 21 £ r £n.31. Eine Metaanalyse des Zusammenhangs zwischen log file-Maßen und Instruktionsvariablen zeitigte heterogene Effekte, 95%-CI:. 95%-CI: .38 £ r £ .46. Die Heterogenität konnte teilweise durch Index-Typ und die jeweils manipulierte Instruktionsvariable aufgeklärt werden, wobei die Manipulation von Textstrukturvariablen mit größeren Effekten einherging als die Variation von Navigationshilfen. (DIPF/Autor)
Abstract (english):
An overview of log file analysis methods used to date in the hypertext literature is given, drawing a distinction between Single-Visit-, Multiple- Visit-, Complex and Full-Path measures of hypertext navigation. Single- Visit measures have been used widely, whereas Multiple-Visit, Complex and Full -path measures have been used relatively sparsely. A meta-analysis of associations between navigation and learning outcomes revealed medium-sized effects, 95%-CI: .21 £ r £n.31. A meta-analysis of associations between log file measures and instructional variables revealed heterogeneous effects, 95%-CI: .38 £ r £ .46. The heterogeneity could in part be explained by index type and the instructional variable manipulated, with text structure yielding larger effects than navigational aids. (DIPF/Autor)
DIPF-Abteilung:
Bildungsqualität und Evaluation
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