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.)
Abstract Most studies have explored how information and communication technology (ICT) factors impact adolescents’ schooling, but often ignore the potential influences on their well-being; no ...research has further scrutinized the moderating role of self-regulated learning (SRL) as a multi-dimensional combination, that is, different types of SRL learners. This cross-cultural study simultaneously scrutinized how distinct outside-of-school ICT factors influenced adolescents’ digital reading and multi-dimensional well-being. It also took a person-centered approach to identify different types of SRL learners and examined whether the influences varied across the learner types. Data were based on 10,527 students in 308 schools from one East Asian region and one Western country participating in Programme for International Student Assessment (PISA) 2018. Multivariate multiple regression analysis revealed that overall, outside-of-school ICT factors impacted adolescents’ digital reading and well-being differently, which also varied across cultures. Latent profile analysis detected culturally-mixed four profiles of SRL learners: High Profile (high in all indicators), Metacognitive Profile (in-between, optimal metacognition), Cognitive Profile (in-between, optimal cognition), and Low Profile (all low). It was the relatively weaker SRL learners in the East but the stronger SRL learners in the West that were particularly susceptible to the influences, either in a beneficial or detrimental way. Moreover, the cognitive, eudemonic, emotional and social dimensions of adolescents’ well-being were all affected by ICT factors, without recurring trends in patterns. The findings provide implications to strictly monitor and guide adolescents’ Internet use to enhance their academic and subjective well-being.
Meeting young people's needs for digital reading is key to the continued growth of the digital reading market, so it is very important to discuss young people's motivations for digital reading. ...However, the traditional information behavior model lacks the power to explain the structural relationship between the different motivations of young people to use digital reading and to rank the importance of the motivations. The study uses the laddering method and interpretative structural modeling method (ISM) to explore the motivations of Chinese youth groups to use digital reading media. The laddering method and ISM can effectively reveal the main motivations of young people to use digital reading, and the structural relationship and action path between the motivations. The results show that youth groups choose digital reading mainly to satisfy emotional value, convenience and good experience. The study also provides optimization recommendations for promoting digital reading.
•Structured interviews were conducted with 37 Chinese young people about their motivations for digital reading use.•Laddering and means-end chain analyze youth's digital reading motivations, revealing attributes, consequences, and values.•The interpretative structural model shows the hierarchical relationship between factors of young reader's digital reading.•Emotional value, convenience and good experience are the key drivers of digital reading for young readers.•Recommendations for digital reading promotion are made based on the results.
This article investigates reading styles and recall of the news from reading digital replicas of printed newspapers on tablets and compares them with the printed version. The study aims to ...theoretically understand the effects of the medium interface (tablet vs paper) on perceived reading style and recall of information. The experimental study (N = 90) showed that digital replicas were not perceived to be read in a more fragmented, selective, or elaborate manner than their printed counterparts. On average, readers recalled less from the digital edition than from the printed version, but the differences were small. The study also showed that “digital innovators” recalled the same amount of information from reading the newspaper on tablet as from reading it on paper, unlike less innovative readers: these readers recalled more from reading on paper than from tablet.
Abstract
The purpose of the study was to examine the relationships among information and communication technology (ICT) engagement, meta‐cognitive strategies and digital reading. Specifically, we ...used PISA 2018 data to examine whether (a) the behavioural aspect of ICT engagement negatively impacted digital reading, (b) the motivational aspect of ICT engagement positively impacted digital reading and (c) meta‐cognitive strategies mediated or moderated the relationship between ICT engagement and digital reading. Our findings revealed that (a) the behavioural aspect of ICT engagement negatively impacted digital reading, whereas the motivational aspect of ICT engagement, except ICT social motivation, positively impacted digital reading; (b) the behavioural aspect of ICT engagement, as well as ICT social motivation, had significant negative indirect effects on digital reading achievement through meta‐cognitive strategies, whereas all other motivational aspects of ICT engagement were differentially mediated by the meta‐cognitive strategies; (c) the impact of ICT social motivation on ICT engagement was mediated and moderated by meta‐cognitive strategies. These findings are discussed in terms of the educational implications, limitations and future directions.
Practitioner notes
What is already known about this topic
There is ambiguity in the literature regarding the relationship between ICT engagement and achievement.
The nature of the relationships among ICT engagement, meta‐cognitive strategy use and achievement in digital reading remains unclear.
What this paper adds
The behavioural aspect of ICT engagement, as well as ICT social motivation, had significant negative indirect effects on digital reading achievement through meta‐cognitive strategies, whereas all other motivational aspects of ICT engagement were differentially mediated by the meta‐cognitive strategies.
The impact of ICT social motivation on ICT engagement was mediated and moderated by meta‐cognitive strategies.
Implications for practice and/or policy
Practitioners should focus on how to utilize ICT by applying appropriate strategies.
Students' knowledge about and use of meta‐cognitive strategies play positive roles even in the contexts when rote learning activities predominate.
In his essay “Sur la Lecture,” Roland Barthes (1984) expresses his doubts regarding what he calls “Méta-lecture,” or the reading of reading. It is nothing but “un éclat d’idées, de craintes, de ...désirs, de jouissances, d’oppressions.” My essay proposes that the ideas, fears, desires, jouissances and opressions evoked when discussing reading deserve a closer examination. There should be a systematic discussion about the problems of “Méta-lecture.” The discourse about reading has its own problems, tropes, and ways of expression. Regardless of where or in what context a text about reading is written, it faces the same fundamental problems in regarding its subject: reading is a black box. Some may even doubt the existence of a common conceptual intersection in the spectrum of practices referred to as reading (Honold/Parr 2018). This highlights the essential indefinability of the concept of reading. What reading is in each case can hardly be reduced to a general concept. This indeterminacy is complicated by the difficulties of observation: reading cannot be isolated as such, but can only be observed as it is performed within specific contexts. Furthermore, this act of observation itself involves reading and is thus always self-reflective. In my essay, I demonstrate the strategies employed by texts on reading from different periods (Ickelsamer 1527, Keyn 1803, Moretti 2013, Wolf 2018) to compensate for the indeterminancy of reading.
This first book-length analysis of Amazon's Kindle explores the platform's technological, bibliographical, and social impact on publishing. Four Shades of Gray offers the first book-length analysis ...of Amazon's Kindle and its impact on publishing. Simon Peter Rowberry recounts how Amazon built the infrastructure for a new generation of digital publications, then considers the consequences of having a single company control the direction of the publishing industry. Exploring the platform from the perspectives of technology, texts, and uses, he shows how the Kindle challenges traditional notions of platforms as discrete entities. He argues that Amazon's influence extends beyond “disruptive technology” to embed itself in all aspects of the publishing trade; yet despite industry pushback, he says, the Kindle has had a positive influence on publishing. Rowberry documents the first decade of the Kindle with case studies of Kindle Popular Highlights, an account of the digitization of books published after 1922, and a discussion of how Amazon's patent filings reflect a shift in priorities. Rowberry argues that while it was initially convenient for the book trade to outsource ebook development to Amazon, doing so has had adverse consequences for publishers in the mid- and long term, limiting opportunities for developing an inclusive and forward-thinking digital platform. While it has forced publishers to embrace digital forms, the Kindle has also empowered some previously marginalized readerships. Although it is still too early to judge the long-term impact of ebooks compared with that of the older technologies of clay tablets, the printing press, and offset printing, the shockwaves of the Kindle continue to shape publishing.
This study aimed to investigate psychophysiological responses while reading multiple webpages on a debated topic. We measured heart rate (HR) as an index of emotional arousal and heart rate ...variability (HRV) as an index of emotional regulation. Forty-seven lower secondary school students in grade 7 read four webpages varying for reliability and position on the topic of the potential health risks associated with the use of mobile phones, while their cardiac activity was registered. Post-reading performance of multiple-text comprehension at intertextual level was measured by an essay, which was coded for sourcing (reference to the source information and connection with its content) and argumentation on the topic. Results showed that the type of webpage did not differentiate HR and HRV while reading. However, HR and HRV predicted comprehension across texts as reflected in argumentation, after controlling for prior knowledge and reading comprehension. Specifically, HR was a negative predictor and HRV a positive predictor; the less the students were emotionally reactive to the content read and the more they were able to self-regulate while reading, the greater their multiple-text comprehension, such as the ability to argue about the debated topic. Theoretical and practical contributions of the study are discussed.
•Seventh graders' psychophysiological responses while reading conflicting webpages were examined.•Emotional arousal was measured by heart rate (HR).•Emotional regulation was measured by heart rate variability (HRV).•HR was a negative predictor of multiple-text comprehension.•HRV was a positive predictor of multiple-text comprehension.
PDF
