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Naumann, Johannes; Goldhammer, Frank:

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) , 1-16


Document type
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)

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

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.)

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