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Reading Behavior in the Digital Environment: Changes in Reading Behavior Over the Past Ten Years
Abstract
Purpose
This study attempts to investigate reading behavior in the digital environment by analyzing how people's reading behavior has changed over the past ten years.
Design/methodology/approach
Survey and analysis methods are employed.
Findings
With an increasing amount of time spent reading electronic documents, a screen‐based reading behavior is emerging. The screen‐based reading behavior is characterized by more time spent on browsing and scanning, keyword spotting, one‐time reading, non‐linear reading, and reading more selectively, while less time is spent on in‐depth reading, and concentrated reading. Decreasing sustained attention is also noted. Annotating and highlighting while reading is a common activity in the printed environment. However, this “traditional” pattern has not yet migrated to the digital environment when people read electronic documents.
Originality/value
Implications for the changes in reading behavior are discussed, and directions for future research are suggested.
... If learning designers develop for a printable world, they are unable to model design approaches that demonstrate print independence. It is a courageous institution that seeks to adopt an on-screen approach to education, particularly because students have a negative perception of the institution merely passing on the costs of printing, and the well-documented evidence of student preference for printed materials (Ackerman & Goldsmith, 2011;Ackerman & Lauterman, 2012;Baron, 2015;Foasberg, 2014;Lauterman & Ackerman, 2014;Liu, 2005;Noyes & Garland, 2005;Vandenhoek, 2013;Woody, Daniel, & Baker, 2010). 3 Ultimately, however, the question of onscreen versus print transcends that of student preference. ...
... Several studies (Ackerman & Goldsmith, 2011;Ackerman & Lauterman, 2012;Lauterman & Ackerman, 2014;Liu, 2005) have identified overconfidence (when a person's subjective confidence is higher than it should be for effectiveness) as a feature of how on-screen readers tend to approach their reading tasks. This overconfidence can be partly attributed to the reader's familiarity with processing brief onscreen readings such as email (which varies in its formality) or news items. ...
... This overconfidence can be partly attributed to the reader's familiarity with processing brief onscreen readings such as email (which varies in its formality) or news items. Genre of use (that is, an internal sense that reading from the screen is a more casual and rapid exercise than reading from print) may be an important factor in overconfidence (Ackerman & Goldsmith, 2011;Ackerman & Lauterman, 2012;Liu, 2005). The Ackerman and Goldsmith (2011) study found NSD in cognitive performance for on-screen and print reading when performance was subject to a limited time. ...
As distance education moves increasingly towards online provision, and because of the benefits provided by online approaches, students will be expected to engage with more resources available on screen. Contemporary forms of reading from the screen include reading from tablet devices, LCD monitors, and smartphones. However, print remains the preferred means of reading text, and student preference for print is accentuated when reading involves thorough study (Ackerman & Lauterman, 2012; Foasberg, 2014). Education providers face an interesting challenge. Although many learners prefer having access to printed materials, on-screen reading can improve education’s convenience, portability, media-richness, engagement, support, and data-evidenced practice. In this context it is timely to consider the potential for on-screen reading from the perspective of learning design. This article considers studies related to reading on screen, and suggests good practice principles for on-screen-only learning design.
... If learning designers develop for a printable world, they are unable to model design approaches that demonstrate print independence. It is a courageous institution that seeks to adopt an on-screen approach to education, particularly because students have a negative perception of the institution merely passing on the costs of printing, and the well-documented evidence of student preference for printed materials (Ackerman & Goldsmith, 2011;Ackerman & Lauterman, 2012;Baron, 2015;Foasberg, 2014;Lauterman & Ackerman, 2014;Liu, 2005;Noyes & Garland, 2005;Vandenhoek, 2013;Woody, Daniel, & Baker, 2010). 3 Ultimately, however, the question of onscreen versus print transcends that of student preference. ...
... Several studies (Ackerman & Goldsmith, 2011;Ackerman & Lauterman, 2012;Lauterman & Ackerman, 2014;Liu, 2005) have identified overconfidence (when a person's subjective confidence is higher than it should be for effectiveness) as a feature of how on-screen readers tend to approach their reading tasks. This overconfidence can be partly attributed to the reader's familiarity with processing brief onscreen readings such as email (which varies in its formality) or news items. ...
... This overconfidence can be partly attributed to the reader's familiarity with processing brief onscreen readings such as email (which varies in its formality) or news items. Genre of use (that is, an internal sense that reading from the screen is a more casual and rapid exercise than reading from print) may be an important factor in overconfidence (Ackerman & Goldsmith, 2011;Ackerman & Lauterman, 2012;Liu, 2005). The Ackerman and Goldsmith (2011) study found NSD in cognitive performance for on-screen and print reading when performance was subject to a limited time. ...
As distance education moves increasingly towards online provision, and because of the benefits provided by online approaches, students will be expected to engage with more resources available on screen. Contemporary forms of reading from the screen include reading from tablet devices, LCD monitors, and smartphones. However, print remains the preferred means of reading text, and student preference for print is accentuated when reading involves thorough study (Ackerman & Lauterman, 2012; Foasberg, 2014). Education providers face an interesting challenge. Although many learners prefer having access to printed materials, on-screen reading can improve education’s convenience, portability, media-richness, engagement, support, and data-evidenced practice. In this context it is timely to consider the potential for on-screen reading from the perspective of learning design. This article considers studies related to reading on screen, and suggests good practice principles for on-screen-only learning design.In 2016 the article “Reading and Studying on the Screen: An Overview of Literature Towards Good Learning Design Practice” was published. The article overviewed comparative studies related to reading on screen and reading from print, and proposed recommendations for on-screen learning design. This addendum to that article considers additional studies that have been analysed in subsequent blog posts (see “An Update to ‘Reading and Studying From the Screen’” [http://tel-lingit.blogspot.com/2018/02/an-update-to-reading-and-studying-from.html] and “A Further Update to ‘Reading and Studying From the Screen’” [https://tel-lingit.blogspot.com/2018/11/a-further-update-to-reading-and.html]) up to the end of November 2018. As this is an invited addendum, I’ll take the opportunity to adopt a more personal and self-disclosing style to talk more about my own position and experience regarding digital education and on-screen reading. This piece alternates is both scholarly and polemic.
... For instance, it can inspire the reading range of teenagers and provide abundant information. However, he also argued that the increased time spent on social media, such as television and the internet, leads to a fall in the willingness of teenagers to read books [3]. This paper focuses on both the positive and negative impacts of digital media on the reading habits of teenagers based on a case study of Kindle, giving a clear summary of the influence of digital media on teenagers' reading habits. ...
... The increasing text information, pictures, and videos on the Internet make people find it quite comprehensive to learn something, and hypertext acts as a role that collects all these attractive elements into one passage of words. According to the ideas of Liu, on the one hand, hyper-reading such as skimming and jumping from one webpage to another has the probability to affect the sustained attention of readers [3]. On the other hand, paper books can only provide wordy narration, therefore, readers are likely to feel bored to understand a great number of characters and lose the patience to keep reading. ...
... Liu described the reading statement of the young participants, some of whom realised that they have less patience with reading long documents, since they have already formed the habit of scanning the paragraph in the front rapidly and selecting the keywords about the whole context instead of reading word by word carefully. It is too hard to read intensively from the introduction to the last page of a book [3]. In this way, they choose the book through the information obtained from the keywords. ...
... In fact, it can be said that digital screen technologies today replace paper-printed reading in both in-class readings and leisure readings (Støle, Mangen & Schwippert, 2020). Such facilitation of access to digital tools can also lead to a change in traditional reading activities, especially in children or adults (Liu, 2005;Rideout, 2017). ...
... Hayles describes reading as a neuroscientific phenomenon and also describes it as "a powerful technology with the ability to rearrange efficacy patterns in the brain" (Hayles, 2010, p.193). When this metaphor is evaluated together with real-life technology, it seems important to examine the components of the digital side of the reading concept (Liu, 2005) with a holistic view, which already has a very complex structure. Digital reading, however, requires the implementation of some strategies that are not included in traditional print reading (Liu, 2012). ...
... Some of the studies carried out with different age groups and digital tools/media revealed that traditional print reading yielded more positive results against digital reading (Ackerman & Salmerón, 2018;Clinton, 2019;Delgado et al., 2018;Golan et al, 2018;Mangen, Walgermo, & Brønnick, 2013;Singer & Alexander, 2017;Støle et al., 2020) while others did not find any significant difference between the two reading formats (Ackerman & Goldsmith, 2011;Kerr & Symons, 2006;Margolin, Driscoll, Toland & Kegler, 2013;Porion, Aparicio, Megalakaki, Robert & Baccino, 2016;Taylor, 2011). However, there are studies that report that digital reading provides more positive outcomes than printed reading (Aydemir, Öztürk, & Horzum, 2013;Baron, Calixte, & Havewala, 2017;Ji, Michaels, & Waterman, 2014;Liu, 2005;Pinto, Pouliot, & Cordón-García, 2014). ...
Digitalization has led to significant changes in reading like it does in almost every field. When traditional print reading is considered together with digital reading, it can be argued that digital reading differs from printed reading in many respects. Given the complex nature of reading, it is predictable that an in-depth examination of digital reading is needed. In this context, this research aims to determine the trends and prominent concepts/topics by examining the studies on digital reading in a systematic and holistic manner. In the research, peer reviewed articles related to the concept of digital reading indexed in the Web of Science database were analyzed. Data analysis methods such as content analysis, descriptive analysis and bibliometric analysis were used in the research. As a result of the research, it was seen that there was a significant increase in digital reading studies especially in recent years. It is also determined that digital reading studies are concentrated in developed countries. The data on the participants were also examined in the studies. Accordingly, it was identified that the highest number of studies took place at the K-12 level, and the participants generally had a lower-to-medium socioeconomic status. The sampled papers were also analyzed in terms of reading methods and it was seen that digital shared reading was used more than other reading methods. When the most commonly used variables, the most used concepts in the abstract sections or the most used keywords are examined, it is noticeable that the concept of reading comprehension comes to the fore. When the authors/references that received the most references in the field were analyzed, it was determined that OECD reports were referenced the most. In line with the findings obtained, results were discussed mutually with the literature and various inferences were made.
... Students are then updated with current situation in society as well as with the knowledge on their field. Based on that, it is quite inevitably for students to move from paper reading to easily-accessed digital reading (Chen & Lin, 2016;Liu, 2005) and develop strategies to read digitally. ...
... According to Lim and Toh (2020), digital reading is defined as process of obtaining information from texts that are available in tablets or other gadgets. Digital reading is not same with reading in printed format in the sense that it requires different strategies, for example browsing, keywords spotting, non-linear reading, and selective reading (Liu, 2005). Lim and Toh (2020) add that students have to gain reading skills in digital environment because they deal not only locating specific information, but also engaging with information process for drawing inferences, making connection over all ideas and information, and constructing arguments. ...
... The studies complemented each other in the sense that they have made efforts and tried to provide solutions to overcome the burdens of digital reading which are outlined in the previous studies. In his study, Liu (2005) reports on the changes in reading behaviour within 10 years. He found that during 2005 and 10-year backwards, there is increasing number of screen-based reading practices, which means movement from paperbased reading, but people still found it difficult to move from traditional activities such as highlighting and annotating when reading papers or books to the digital based reading. ...
... Moreover, the advent of the new digital world has aroused the curiosity of a great number of scholars. People, particularly young adults, spend more time reading electronic items as the quantity of digital information increases (Liu, 2005;Ramirez, 2003). A significant percentage of time spent reading on the Internet is spent scanning and surfing for information (Liu & Huang, 2008). ...
... On the other hand, the nature and goal of reading appear to diverge from traditional reading approaches that are brief, linear, and less structured (Zimmerman et al., 2001). Some academics stated that the expansion of electronic media may have a detrimental impact on the fact that individuals engage in less extensive reading and lack the ability to read deeply and maintain a prolonged interest in reading (Liu, 2005). Others would say that, when it comes to reading, printed documents are still preferred. ...
... Others would say that, when it comes to reading, printed documents are still preferred. Both Liu (2005) and Ramirez (2003) give evidence that Internet users print to engage in further reading. In addition, Liu demonstrates that age effects online reading behaviour. ...
The ability to read and comprehend English text is one of the four core language abilities, hence ESL students need to develop strong reading skills. Reading is quite difficult to learn because many students are still struggling with reading in English. This study seeks to comprehend the reading habits and attitudes of undergraduate English as a Second Language (ESL) students in Malaysia. This research aims to investigate the preferred English reading materials of ESL undergraduate students, the amount of time they spend time reading each day, and their attitudes toward reading English materials. The information for this study was gathered via a survey. This study utilised an adapted version of Smith's (1991) Adult Survey of Reading Attitude (ASRA) and Pandian's (1997) Reading Habit questionnaire. The data was analysed using SPSS statistics and descriptive statistics was used to determine the respondents’ reading attitudes. The questionnaire was sent to 215 undergraduate ESL students currently enrolled in English proficiency courses. The study revealed that (i) ESL undergraduates enjoy reading English materials but still experience anxiety when doing so, and (ii) students enjoy reading as much as they enjoy visiting websites, such as social media sites. The paper will conclude by discussing the implications of the findings for the development of instructional materials within a reading context.
... Usually, it is a lengthy text-based document shown on a webpage. Research has shown people rather skim and scan text on webpages, over in-depth reading [16]. Moreover, desktop delivery has become old-fashioned and cumbersome, when compared to more convenient and interactive smartphone applications. ...
... The amount of physical activity that a user has engaged in within the last 15 min. Physical activity in last 16 to 75 min ...
Objective:
Physical inactivity is a leading modifiable cause of death and disease worldwide. Population-based interventions to increase physical activity are needed. Existing automated expert systems (e.g., computer-tailored interventions) have significant limitations that result in low long-term effectiveness. Therefore, innovative approaches are needed. This special communication aims to describe and discuss a novel mHealth intervention approach that proactively offers participants with hyper-personalised intervention content adjusted in real-time.
Methods:
Using machine learning approaches, we propose a novel physical activity intervention approach that can learn and adapt in real-time to achieve high levels of personalisation and user engagement, underpinned by a likeable digital assistant. It will consist of three major components: 1) conversations: to increase user's knowledge on a wide range of activity-related topics underpinned by Natural Language Processing; 2) nudge engine: to provide users with hyper-personalised cues to action underpinned by reinforcement learning (i.e., contextual bandit) and integrating real-time data from activity tracking, GPS, GIS, weather, and user provided data; 3) Q&A: to facilitate users asking any physical activity related questions underpinned by generative AI (e.g., ChatGPT, Bard) for content generation.
Results:
The detailed concept of the proposed physical activity intervention platform demonstrates the practical application of a just-in-time adaptive intervention applying various machine learning techniques to deliver a hyper-personalised physical activity intervention in an engaging way. Compared to traditional interventions, the novel platform is expected to show potential for increased user engagement and long-term effectiveness due to: 1) using new variables to personalise content (e.g., GPS, weather), 2) providing behavioural support at the right time in real-time, 3) implementing an engaging digital assistant and 4) improving the relevance of content through applying machine learning algorithms.
Conclusion:
The use of machine learning is on the rise in every aspect of today's society, however few attempts have been undertaken to harness its potential to achieve health behaviour change. By sharing our intervention concept, we contribute to the ongoing dialogue on creating effective methods for promoting health and well-being in the informatics research community. Future research should focus on refining these techniques and evaluating their effectiveness in controlled and real-world circumstances.
... Academic reading should not be seen as a passive activity but an active process that leads to the development of learning. Reading for learning requires a conscious effort to make links, understand opinions, research and apply what you learn to your studies (Liu, 2005;Ghulam, 2013). Reading is an essential process that helps the conception of ideas and knowledge in one's field of specialization (Chand, 2013;Ahmad et al., 2014;Egong, 2014). ...
... Reading is not just an important professional skill; it is also a way to enjoy informative, creative and inspiring works of literature that enrich our life experiences (Liu, 2005). Reading requires a lot of concentration, and success in a tertiary institution depends on one's reading ability; that is why reading represents the students' studying time and it is therefore expected of all students to improve on their reading capacity or ability to ensure a better academic performance (Ogbodo, 2010). ...
Academic performance is the measurement of students’ achievement across various academic subjects. Teachers and perhaps educationists measure academic achievements using classroom performance, graduation grades and results from standardized tests. In this paper, we carried out some statistical analysis to determine if the Grade Point Average (GPA) of students’ academic performance in Computer Science department 2020/2021 National Diploma (ND) one academic session, do depend on the number of hours students spend over the weekends reading their books using simple linear regression analysis and correlation analysis at 5 percent level of significance. The findings of the study shows that there is a linear relationship between the two variables y(GPA) and the number of x(hours) the students spent reading for their examinations, and it also indicates a strong significant difference on the effect of effective reading of students’ academic performance in tertiary institutions.
... The rise of the new digital environment has caught the curiosity of numerous researchers. The availability of more digital information has led to an increase in the amount of time that people, especially young adults, spend reading digital content (Liu, 2005;Ramirez, 2003). As a result, studies have been undertaken to examine the influence of DRs on the reading habits of university students. ...
... One of the key factors contributing to the rise in paper use in the digital age is printing for reading. This indicates that individuals still prefer reading on paper as a reading medium (particularly for in-depth reading) in the digital age and that this trend is unlikely to change (Grzeschik et al., 2011;Liu, 2005;McAllister et al., 2001;Sellen & Harper, 2002). ...
The study examined digital resources (DRs) and the reading habits of university students in Nigeria. This study aims to establish the relationship between DRs and the reading habits of university students in Nigeria. The descriptive survey design was adopted for the study. The population of the study comprised all university students in Nigeria. An online questionnaire was used to collect data. The questionnaire was validated by two experts in research methodology and educational technology. 412 university students who responded to the questionnaire were used as the sample for the study. The sample size is justified by Fox et al. (2007) and Meyer (1979), who recommended 384 samples from an infinite population range. Cronbach’s alpha was used to establish the reliability of the instrument, which yielded 0.76. Data were analyzed with frequency counts and simple percentages, and statistical product and service solutions version 23 was used to generate the mean and standard deviation while Pearson’s product-moment correlation coefficient was used to test the hypotheses at the 0.05 level of significance. The findings established that the majority of the university students used DRs daily and the Internet resources were mostly used by the students. The students had positive perceptions of the impacts of DR usage on their reading habits. Lastly, the test of the hypothesis showed that there is a significant relationship between DRs and the reading habits of university students in Nigeria. Based on the findings, the researchers recommended that the university management should continue to provide the Internet services and computer systems so that students can continue to enjoy more access to DRs to enhance their learning.
... Igun and Adoqbeji went further opined that efficient study habits can strengthen writing and that professors in the developing countries such as those in Nigeria Universities should attempt to equip graduates with high level of analytical skills, capacity for critical reasoning, self-reflection and conceptual grasp and ability to learn autonomously and exercise flexibility of mind (Simmons, 2002). Liu (2005) posits that study habit is actually improving because of the advent and wide use of the internet, hypertext and multimedia resource. Inadequate basic facilities such as conducive lecture halls, library facilities and internet facilities affect postgraduate studies. ...
This study is on Postgraduate Studies in Nigerian Universities: Issues and implications. The study employed a descriptive survey method and questionnaire was the instrument used for data collection. The total population for this study is 1,247 students. The sample size for the study was put at 30% (374) and was considered adequate using systematic sampling technique. The data obtained from the copies of questionnaires retrieved from respondents were analyzed using frequency count and percentages to answer the research questions. It was revealed from the study that Poor supervision as a result of under-qualified and inexperience supervisors, lack of sound research knowledge on the part of students, and poor relationship between supervisors and students among others are the major problems postgraduate students in Edo and Delta states encountered during the course of their programme. The study revealed that delay in the completion of the programmes, abandonment/high dropout rate and falling standard of Postgraduate Programme/Education are some of the major implications of Postgraduate Programme in Universities in Edo and Delta states.The study recommends that there is need for well-structured relationship between supervisors and their students to enhance smooth and commendable study. The act of rebuking and warding off or scaring away or shouting at mature students is not the answer to seriousness in learning.
... According to Liu (2005), shallow digital reading refers to a mode of digital reading in which readers spend most of their time browsing and scanning digital texts and therefore read them in a shallower and less focused way. Shallow digital reading covers a range of reading practices including skimming, scanning, browsing, and spotting keywords, thereby reducing the time spent on reading digital texts in depth. ...
Second language (L2) readers develop new screen-based reading habits as they learn in an increasingly digital world. This study examines the emerging digital-reading practices (EDRPs) of learners of English as a foreign language (EFL). The study
identifies three prominent approaches that influence the digital-reading practices of EFL learners, it investigates how EFL learners perceive the effects of EDRPs on several crucial aspects of L2 reading, and it explores the actual practices of emerging
digital-based patterns. In this study, which has an exploratory sequential mixed methods design, the main participants were 111 Saudi English language learners (57 males and 54 females). The triangulation strategy used for the multidimensional
methods of data collection included a questionnaire, journal entries, and interviews.
Thorough descriptive statistics (means and standard deviations), inferential statistics (two repeated measures of analysis of variances and multiple linear regressions), thematic framework analysis, and several phases of analysis for coding and categorizing the data were all undertaken. These analyses showed that shallower forms of digital reading, selective digital reading, and bouncing reading behavior are three approaches that shape EFL learners’ digital-reading practices, and that digital reading had observable adverse effects on nine essential aspects of reading. Implications for practice are foregrounded.
... In recent years, many researchers (Karim et al., 2006). Liu (2005) and Oktay and Darıyemez (2014) have focused on studying the influence of digital technologies on reading habits development, both positively and negatively. On the positive side, digital technologies have made reading more accessible and convenient. ...
Aim. The study aims to analyze the social factors influencing the students' reading habits: The educational sphere, academic performance, the availability of free time, their parent’s level of education and the number of children in the family. Methods. Psychological and pedagogical literature was analyzed, and the main concepts of the study were revealed, a survey of students was conducted to determine social factors and the degree of their influence on reading habits. Results and conclusion. The study found that reading habits are developed in childhood under the influence of significant adults, primarily parents and secondary teachers, and the education of parents play an important role. The study also found that reading habits and academic performance are closely related, and people who maintain consistent reading habits tend to achieve high levels of educational success. Additionally, crises have a significant impact on the changes in the number of books read and digital literacy, which considerably increased. However, most respondents stated that they depend on external factors. Therefore, there is a need to look for methods for developing the reading habits of modern students. Cognitive value. The cognitive value of this research lies in its ability to shed light on how reading habits are formed and how they affect academic performance. This research contributes to understanding the social factors shaping reading habits. The findings are relevant to educators and parents, who can use them to develop strategies to promote reading habits.
... They need internet and technological access, which not all pupils may have. Also, due to eye strain or other visual difficulties, some students could find it difficult to read digital texts for extended periods (Liu, 2015). ...
The texts and other resources teachers use to help students develop their literacy skills are referred to as classroom reading materials. These include textbooks, workbooks, picture books, online resources, and other resources to help students improve their reading performance. In the 2018 PISA results, the Philippines ranked the lowest in terms of reading literacy (DepEd, 2019), and over 80% did not reach a minimum level of proficiency in reading (OECD, 2019). Reading Efficiency is a critical component of reading proficiency (Reading Plus, 2019) and is commonly associated with reading speed and comprehension (Berget & Fagernes, 2021). Students who read efficiently focus more on understanding the text's actual meaning than on the mechanics of reading (Reading Plus, 2019). Many studies have been conducted about reading comprehension and reading materials; however, only a few are about reading efficiency. In the present study, students' reading efficiency in using printed and digital materials was examined. Thirty-four students were examined through a 10-item questionnaire and two sets of tests-one for the Print Material and one for the Digital Material. For the first test (Printed Material), the overall scores of the students were 87.38, and for the second test (Digital Material), the overall score of the students was 92.29, which shows that students got a higher score in reading efficiency on the test for the Digital Material than the Printed Material. However, results showed that there is no significant difference between the reading efficiency of 2nd year BSED major in English using both formats. Thus, educators should consider incorporating both formats in their instructional approaches, considering that there's no significant difference in the students reading efficiency in using Print or Digital material.
... Such attention is sustained differently depending on the design of the multimedia learning materials and learners' learning styles (Chen & Wu, 2015), which demands further examination of learners' self-regulation during online learning. Moreover, reading texts on screen generates distinct reading behaviors such as selective reading, including scanning, keyword spotting, and nonlinear reading, and less in-depth and concentrated reading, which is also associated with decreasing sustained attention (Liu, 2005). This result was further supported by neurobiological evidence showing reduced focused attention during screen-based reading (Zivan et al., 2023). ...
This report describes the use of electroencephalography (EEG) to collect online learners’ physiological information. Recent technological advancements allow the unobtrusive collection of live neurosignals while learners are engaged in online activities. In the context of multimodal learning analytics, we discuss the potential use of this new technology for collecting accurate information on learners’ concentration levels. When combined with other learner data, neural data can be used to analyze and predict self-regulated behaviors during online learning. We further suggest the use of machine learning algorithms to provide optimal live neurofeedback to train online learners’ brains to improve their self-regulated learning behaviors. The challenges of EEG and neurofeedback in online educational settings are also discussed.
... However, there are international studies suggesting that there are cognitive differences between the process of digital reading (non -linear reading, hypertext and superficial reading) and the process of reading from printed sources (brain activation, contextual environment, cognitive focus, comprehension and reading speed) (Coiro & Dobler, 2007;Cull, 2011;Chen & Chen, 2014). While undertaking digital reading, the complexity of capturing conceptual connections (RAND Reading Study Group, 2002) and the lack of in-depth reading and maintaining interaction (Carr, 2010;Liu, 2005;Wolf et al., 2009) can surface. In terms of learning environments, students' access to digital materials increased as a result of the widespread use of current technologies (Gil-Flores et al., 2012). ...
The study explored the attitudes of pre-service teachers of two different groups majoring in numerical and verbal fields towards digital reading in terms of different variables. By examining variables such as daily digital reading time, daily print reading time, number of books read from digital devices, the level of digital reading attitudes of pre-service teachers in numerical and verbal fields were examined and the findings were discussed. Selected using the convenient sampling method among the non-random sampling methods, the study sample consisted of a total of 100 participants, 56 of whom were majoring in Mathematics Education and 42 of whom were majoring in Social Studies Education at a state university in Central Anatolia. The "Attitude Scale Towards Digital Reading for Pre-Service Teachers" developed by Yurdakal and Susar Kırmızı (2021) was utilized as the data collection tool. The study revealed that while the digital reading attitudes of pre-service teachers showed a statistically significant difference according to their daily reading duration from printed sources, reading books from any kind of digital devices, digital reading competencies and the number of books they read in a year, there was no significant difference according to the program they were in, daily digital reading duration and electronic text that can be read in an internet-free environment. In line with the study results, suggestions were provided for educators regarding digital reading, which are believed to improve the quality of education.
... The widespread use of the Internet, especially the use of hypertexts and multimedia by web-based reading resources, has brought about changes in reading styles (Liu, 2005). Digital reading resources include multimedia items such as websites, e-books, e-journals, e-newspapers, discussion boards, blogs, and wikis. ...
The number of people who use English as a second or foreign language surpassed the population of people who
are called native speakers. Consequently, English has become the only viable method to communicate
interculturally. Accordingly, undeniable importance of inter-cultural contexts and visual representations of
English teaching course books has increased. English and the other nations’ cultures are neither in the classroom
nor in the environments of learners in Turkey. For this reason, English course books take on the responsibility
of conveying foreign cultures to learners. Therefore, this study makes a content analysis and aims to determine
the extent of the lexico- cultural and culture oriented visual elements from Inner, Outer, and Expanding Circles
and the extent of the culture oriented elements regarding Products, Practices, Perspectives, and Persons presented
in 11th grade Silver Lining English course book. According to this research results, it was revealed that lexico�cultural representations reflect predominantly Expanding Circle countries especially Turkey. And Also, lexico�cultural representations of Inner Circle countries cover as much proportion as Expanding circle countries while
lexico-cultural contents of Outer Circle countries are in very low proportion. Moreover, more than half of the
culture oriented visuals are from Inner Circle countries while visuals of Expanding Circle countries cover nearly
the other half of the visuals and finally culture oriented visuals belonging to Outer Circle cover very tiny
proportion. The largest proportions of the cultural contents refer to Products and Practices domains most of which
are related to the cultures of Inner and Expanding circle countries.
Keywords: Intercultural, EIL, communicative competence, ELT, course book
... Our attention spans might become even shorter, due to our fast news consumption habits scrolling superficially through news feeds (LIU 2005, NIELSEN 2008, OFCOM 2018, MAY 2018. Even when there is valuable scientific information available about a topic, it might be drowned out by distracting and more attention-grabbing information. ...
SocioMotion examines the discrepancy between scientific findings and public opinion, concerning mobility of the future. For example, scientific studies on the climate potential of synthetic fuels (e-fuels) often are invisible or dismissed in the public debate because internal combustion engines have gained a negative reputation as outdated polluters. Irrational, premature misconceptions can happen to many promising and scientifically sound technologies. SocioMotion researched causes and solution strategies for this problem. Ideally, the most effective climate and mobility solutions should receive the most attention. Blind hype or a premature exclusion of effective solutions would waste great potential for environmental protection, mobility and the economy. The SocioMotion project identified three obstacles that cause rational, scientific arguments to receive little attention and leave no impact on public opinion-forming: attention crisis, distorted worldviews, and difficult "truth"-finding. We conclude that an effective science communication strategy must achieve three fundamental goals: get attention, change minds, and build trust. As climate solutions like e-fuels have become polarized topics, the public perception of scientific findings and drive-train technologies can only be changed if bridges are built between the polarized camps and the undecided are also reached. This requires a communicator or communicator institution that is seen as neutral, credible and trustworthy by both sides. We found that combustion-engine focused organizations , such as the FVV, are fundamentally at a disadvantage in terms of their perceived trustworthiness towards non-experts and opponents of combustion engines. Although this distrust is not rationally justified and based on distorted stereotypes, it would be very difficult for the FVV as a science communicator to overcome. To accelerate the bridge-building between both sides and to make the general public more aware of effective climate solutions, like e-fuels, we propose the creation of a neutral institution as a communicator. Combustion-engine focused organizations should be key partners of such an institution but not its sole sponsors. Rather, it should be founded on partnerships between several players, who are either perceived as neutral or represent complementary viewpoints on mobility. We propose to build a neutral science communication platform focusing on the vision of "Effective Climate Solutions" for sustainable future mobility concepts. The aim is to break down irrational perceptions about technologies and science. This should reduce misinterpretation in society about technologies and build bridges between ideological camps-e.g., between combustion engine and e-mobility supporters. In doing so, the most effective climate and mobility solutions would become the focus of interest. To quickly realize and test out communication formats, we propose setting up a YouTube channel around the vision of "Effective Climate Solutions". The objective of the research project was achieved.
... Through the use of questionnaires, Liu (2005) discovered that Chinese students who were high-scorers in reading comprehension students used cognitive and metacognitive strategies more frequently than low-scoring students. In a similar vein, Sun (2011) reported that most students are at medium-level for metacognitive strategy while the low proficiency students seemed to avoid planning their organization of reading in advance. ...
Academic reading is an essential skill required of higher education for students and academic researchers. However, Chinese students lack reading skills and do not receive adequate reading instruction in academic reading. This study attempted to identify the academic reading challenges among Chinese students who study at UCSI University and to investigate the appropriate reading strategies employed by them. While being informed by the Sociocultural Theory of Learning (Vygotsky, 1978), the study used a mixed-methods research design which collected quantitative data from questionnaires and qualitative data from semi-structured interviews. Findings showed that the Chinese students lacked mastery of academic vocabulary and reading skills, typically in finding information. Another finding also showed that the Chinese undergraduate students used both cognitive strategies and metacognitive strategies in academic reading. The findings could help Chinese undergraduate students overcome their reading difficulties and propose suggestions to teachers on how to teach reading more effectively.
... In fulfilling the tasks, what happen these days is that students access materials they need from online sources, read them, and select which materials suitable for their tasks. Students move from reading printed sources to easily-accessed digital sources [2] [3]. ...
... Thus, news snacking is understood as intermittent, shortterm exposure to news, characterized by briefly checking headlines and teasers rather than an indepth involvement with information. While skim reading as such is not a new phenomenon, it is only in recent years that such behavior has been described as the "new normal" (Liu, 2005;Wolf, 2018). Three factors characterizing digital societies make news snacking a particularly likely phenomenon: The time available to consume news, the channels through which information is accessed, and the platforms that present news. ...
The increasing prevalence of news snacking – that is, the brief, intermittent attendance to news in mainly digital and mobile media contexts – has been discussed as a problematic behavior potentially leading to a less informed public. Empirical research, however, that investigates the relationship between news snacking and political knowledge is sparse. Against the background of changed opportunity structures in increasingly digital and mobile media environments, this study investigates how news snacking relates to the breadth and depth of political knowledge in society. Based on an online survey of the German population (N = 558), we examine how snacking news affects political event and background knowledge gains using different digital news platforms. Results show that users who exhibit high levels of news snacking learn substantially less from news use across different types of digital platforms.
... Bilgi ve iletişim teknolojilerindeki (BİT) gelişme, bilginin paylaşılmasını ve alınmasını, bilgi formatlarını kâğıtsız bir ortama; kütüphaneleri ise sanal, dijital kütüphaneye dönüştürmüştür. Okuyucular artık World Wide Web'deki bilgileri köprüler, metinler, resimler, animasyonlar, sesler ve video dâhil olmak üzere çeşitli biçimlerde okuma imkânı buldukları çevrim içi okumaya daha fazla zaman ayırmaktadır (Ashfaq ve Ansari, 2020; Liu, 2005;Rasmusson ve Eklund, 2013). "Net kuşağı" olarak bilinen, internet ile büyüyen genç kuşak için çevrim içi okuma vazgeçilmez okuma yöntemlerinden biri haline gelmiştir (Yeatman vd., 2020). ...
Bu araştırmada Forzani, Leu, Li, Rhoads, Guthrie ve McCoach (2020) tarafından geliştirilen “Çevrim İçi Okuma Motivasyonu Ölçeği”nin Türkçeye uyarlanması amaçlanmıştır. Çalışmada öncelikle ölçeğin uyarlanması için gerekli izinler alınmış ardından uyarlama aşamasına geçilmiştir. Ölçeğin dil geçerliğinin sağlanması amacıyla maddeleri 4 dil uzmanının görüşü alınarak Türkçeye çevrilmiş; orijinal ölçek ve Türkçeye çevrilen ölçek MEB’e bağlı okullarda öğretmenlik yapmakta olan 22 İngilizce öğretmeni tarafından doldurulmuştur. Ölçeğin orijinal İngilizce formu ile Türkçe formu arasında pearson momentler çarpımı korelasyon analizi sonucunda yüksek düzeyde pozitif bir ilişki bulunmuştur (r= .996, p< .01). Dil geçerliği sağlanan ölçek Konya ili Ereğli ilçesindeki ortaokulların 5., 6., 7. ve 8. sınıflarında öğrenim gören toplam 375 öğrenciye uygulanmıştır. Uygulama sonrasında geçerlik ve güvenirlik çalışmaları yürütülmüştür. Ölçeğin orijinalinde yapılan açımlayıcı faktör analizi sonucunda belirlenmiş olan üç faktörlü yapı, Türkçeye çevrilen form aracılığıyla 375 kişiden elde edilen veriler üzerinden analiz edilmiştir. Yapı geçerliğini sağlamak amacıyla DFA analizi yapılmıştır. DFA analiziyle ölçeğin uyum indeksleri incelenmiştir ve inceleme sonunda χ2/sd oranı, RMSEA, RMR, AGFI, GFI değerleri ölçek modelinin mükemmel bir uyumu; CFI ve IFI değerinin iyi bir uyumu; NFI değerinin ise kabul edilebilir bir uyumu gösterdiği görülmüştür. Elde edilen uyum indekslerine göre ölçeğin uyum düzeyinin iyi olduğu söylenebilir. Maddelere ait faktör yük değerlerinin “.33-.65” arasında değiştiği tespit edilmiştir. Ölçeğin güvenirlik analizi için Cronbach alfa analizi yapılmış ve madde-test korelasyonları hesaplanmıştır. Toplam ölçekte Cronbach alfa katsayısı .85 ve ölçekte yer alan maddelere ilişkin madde-toplam korelasyon değerleri incelendiğinde ölçekte mevcut olan herhangi bir maddenin ölçekten çıkarılmasının güvenirlik değerinde bir değişiklik meydana getirmeyeceğini göstermektedir. Bu nedenle ölçekten madde çıkarılmaması uygun bulunmuştur. Böylelikle ölçek orijinal haliyle Türkçeye uyarlanmıştır.
... New needs have been generated to adapt to a changing community. One of the aspects involved in this evolution has been accessed to reading and its socialization (LIU, 2005;CORDÓN GARCÍA;MUÑOZ RICO, 2023). ...
New forms of reading have emerged recently, and virtual tools and environments have been developed to promote reading. Initial teacher training must be up to date to train good mediators. Therefore, this research analyses the presence of digital tools in the concept of reading of future teachers. The data has been collected through a lexical availability test to explore the centre of interest “Reading” and a sociodemographic questionnaire with questions related to reading and knowledge of languages. 520 students from the degrees in Early Childhood and Primary Education at the University of Malaga have participated. Dispogen has been used to process the available lexicon and the SPSS package has been used for the statistical analysis. In addition, clusters have been obtained from the lexicon related to digital tools using the DispoGrafo tool. The results show a motivation to read on social networks and a rootedness of the lexicon referred to digital media: e-book, Kindle, specifying format: PDF, Word, and type of reading: digital review, Academic Google, but they do not demonstrate a lexical domain for the formation of new readers.
... Another major advantage of C-Read is that it allows continuous-text reading ability tests on an electronic screen. This advantage facilitates data processing and meets the increasing reality of digital reading for citizens in the 21st century [18]. Digital versions of reading tests are also advantageous because text size, contrast polarity, color, and font size can be easily adjusted. ...
We evaluated the reading characteristics of normal-sighted young adults using C-Read to provide baseline healthy population values. We also investigated the relationship between the National Eye Institute's Visual Functioning Questionnaire (VFQ-25) score and reading ability, myopia, and hours of screen use, focusing on the extent to which these factors affect participants' visual function and, ultimately, their vision-related quality of life (QoL). Overall, 207 young, healthy participants (414 eyes) aged 18-35 years were tested for reading speed using C-Read connected to a smartphone-based application between December 2022 and January 2023. Each participant received a VFQ-25 questionnaire to evaluate vision-related QoL. Data on daily e-screen usage hours were collected. Among the participants, 91 (44.0%) were women; their mean (SD) age was 22.45 (4.01) years. The mean (SD) reading acuity (RA) was 0.242 (0.124), 0.249 (0.120), and 0.193 (0.104) logarithmic minimum angle of resolution (logMAR) for the right, left, and both eyes, respectively. The mean (SD) maximum reading speed (MRS) was 171.65 (46.27), 168.59 (45.68), and 185.16 (44.93) words per minute (wpm) with the right, left, and both eyes, respectively. The mean (SD) critical print size (CPS) was 0.412 (0.647), 0.371 (0.229), and 0.419 (1.05) logMAR per the right, left, and both eyes, respectively. The RA and CPS were significantly different between sexes (p = 0.002 and p = 0.001). MRS was significantly different between the education level (p = 0.005) and myopia level groups (p = 0.010); however, it was not clear whether this difference was confounded by age. The myopic power in diopters significantly affected RA (coefficient,-0.012; 95% CI,-0.018 to-0.006; p = 0.001); screen time significantly affected MRS (coefficient, 0.019; 95% CI, 0.57 to 6.33; p = 0.019). RA (coefficient,-21.41; 95% CI,-33.74 to-9.08; p = 0.001) and duration of screen use (coefficient,-0.86; 95% CI,-1.29 to-0.43; p < 0.001) independently had a significantly negative correlation with VFQ-25 scores. Our findings provide a baseline value for C-Read in normal-sighted young adults. Refractive status significantly affected RA, while screen time significantly affected MRS. Interventions aimed at enhancing RA may have the potential to maximize vision-related QoL and enable older adults with impaired vision to achieve greater outcomes. Future, larger-scale, C-Read experiments will help provide newer, more optimal methods for the early diagnosis of visual impairment.
... Membaca adalah proses mental aktif. Membaca dapat membangun keterampilan dasar termasuk kemampuan literasi digital (Liu, 2005). Kemampuan literasi digital diperlukan untuk penggunaan di berbagai pekerjaan dalam berbagai platform digital. ...
Penelitian ini bertujuan untuk menganalisis kemampuan literasi digital yang dipengaruhi oleh beberapa faktor yaitu: 1) keaktifan penggunaan media online, 2) prestasi akademik, 3) peran orangtua atau keluarga terhadap 4) intensitas membaca dan 5) kemampuan literasi digital. Penelitian ini merupakan jenis penelitian kuantitatif dengan metode survey. Responden penelitian ini adalah mahasiswa fakultas Ekonomi IBM asmi dengan pengambilan sampel purposive sebanyak 120 orang. Teknik pengumpulan data menggunakan instrumen angket dan tes kemampuan literasi digital. Analisis statistik yang digunakan menggunakan pengujian analisis jalur, agar terlihat pengaruh secara langsung dan tidak langsung. Hasil menunjukan terdapat pengaruh antara penggunaan media online terhadap kemampuan literasi digital secara signifikan, nilai akademik terhadap kemampuan literasi digital berpengaruh secara signifikan, peran orangtua terhadap kemampuan literasi digital berpengaruh secara signifikan dan intensitas membaca terhadap kemampuan literasi digital berpengaruh secara signifikan. Terdapat pengaruh tidak langsung antara keaktifan penggunaan media online, prestasi akademik, peran orangtua melalui intensitas membaca terhadap kemampuan literasi digital.
... Indeed, chronic media multitasking in general has been associated with impairments and disruptive changes in the functioning of working memory and long-term memory (Uncapher, Thieu, & Wagner, 2016). Reading information online also seems to encourage browsing and scanning behaviors, which can lead to shallower levels of encoding (Liu, 2005). Ultimately, instructors may need to adapt to a world full of digital distractions to figure out the best ways to facilitate student learning. ...
Digital technologies have changed the everyday use of human memory. When information is saved or made readily available online, there is less need to encode or maintain access to that information within the biological structures of memory. People increasingly depend on the Internet and various digital devices to learn and remember, but the implications and consequences of this dependence remain largely unknown. The present chapter provides an overview of research to date on memory in the digital age. It focuses in particular on issues related to transactive memory, cognitive offloading, photo taking, social media use, and learning in the classroom.
... The significant advantage of DNEs is that they can be implemented, evaluated, and even personalized quickly and rather cheaply (Weinmann et al., 2016). Furthermore, their efficacy appears promising because, compared to NEs in physical environments (e.g., feedback via letter), when using digital screens people spend less time concentrating while reading, are subjected to choice overload, and have shorter periods of sustained attention (Liu, 2005). This lower concentration of reading on digital screens enables to better influence decisions taken in an online environment, hence gives rise to the implementation of DNEs. ...
Smart home technologies and apps are on a rise. This allows to implement digital nudging elements to foster energy-conservation behavior and, thus, contribute to mitigating climate change. Digital nudging via feedback can be effective in improving energy-conservation behavior, as substantial prior research has shown. However, the investigation of users’ preferences concerning feedback nudges is missing. This lack of knowledge is crucial, as user satisfaction influences their continuous app usage, a precondition for achieving positive effects. To close this gap, we perform a structured literature review, categorize the feedback nudge features from extant research, and conduct an online survey. Based on survey data and the Kano model, we analyze the effect of feedback nudge features on user satisfaction. Our study complements the traditional focus on the effectiveness of these nudges with a perspective on user satisfaction. The combination of both perspectives suggests which feedback nudge features should be considered for implementation.
... "With the increase in the volume of digital information available and the increase in the time we spend reading electronic devices, the digital environment has begun to alter people's reading behavior" (Liu, 2005: p. 701). ...
... The first way to attract students 'interest in reading is to form habits, which in this way will attract students' habits in reading (Inderjit, 2014;McGeown et al., 2015). This is more inclined to the opinion of (Liu, 2005) which says that interest is a tendency that causes someone to try to find or try something activities in certain fields. ...
This study aims at exploring how students’ interest in reading books using technology and exploring how technology affects students’ reading habit. Type of design used in this study is quantitative and using questionnaire as the main instrument. In general, it can be said that the level of student interest in reading is still relatively low. Most students think that they were not the kind of students who spend a lot of time reading about English. The technology that develops in the context of learning and reading comprehension shows students' interest in integrating their reading interests using mobile phone and laptops.Keywords: Interest in reading, reading habits, technology
... Sin embargo, la inexistencia de estudios previos en el ámbito de la traducción impide confirmar o rechazar tal supuesto en relación con esta área de conocimiento. Entendemos que entre las razones que explican este suceso se encuentra la proliferación de materiales digitales, lo que trae consigo una mayor adaptación a la lectura a través de pantallas (Liu, 2005(Liu, , 2012Pardede, 2019). Por otra parte, resulta pertinente detenerse brevemente sobre la diferencia entre el concepto de revisión en los estudios previos y en la presente investigación: mientras que en los mencionados estudios "revisión" se entiende como el examen minucioso de un texto monolingüe, en el presente estudio el concepto de revisión implica el cotejo de dos textos en distintas lenguas. ...
Pese a la creencia de que la información escrita se procesa de manera más efectiva a través de materiales impresos, estudios recientes indican que el uso continuado de dispositivos digitales de lectura puede haber minimizado las diferencias entre un medio y otro. Considerando que no es extraño encontrar profesionales que recomiendan imprimir lo traducido para su revisión, así como la falta de estudios al respecto, este estudio pretende identificar el efecto del papel y de la pantalla en la detección de errores en traducción. Para ello, un grupo de estudiantes de la Universidad de Alicante revisó a través del monitor de un ordenador personal (n = 70) una traducción que contenía errores no lingüísticos (de tipo ortotipográfico, identificables sin necesidad tener conocimientos específicos del idioma del texto origen) y de tipo lingüístico (para cuya detección se requiere un cierto grado de conocimientos en el idioma en cuestión), mientras que otro grupo llevó a cabo la misma revisión con traducción y original impresos en papel (n = 73). Los análisis estadísticos señalan que revisar en pantalla resulta más efectivo para detectar ambos tipos de errores, especialmente los no lingüísticos.
... Smartphone overuse kills reading habits gradually (Levratto et al., 2021). Students' reading habits have changed a lot because of mobile phones and digital media (Liu, 2005).It is important to know the level of reading habits among students as the use of mobile phones has increased in a global level. ...
The objective of the study was to construct an inventory to assess the reading habits of B.Ed., college students. 480 B.Ed., college students from the western part of Tamil Nadu were taken for the survey. The investigator first prepared 59 items based on five dimensions. Experts evaluated those items and decreased the number to 54. After face validation, the inventory was administered to responders. The difficulty index value and discriminative power formulas were employed to evaluate the quality of each item. In the item analysis, twelve (12) inappropriate items were eliminated, leaving 42 items for the final tool. The reliability values of this inventory were found as 0.88 (KR-20 method) and 0.82 (Test-Retest method). The final form of the inventory was found to have content validity, according to the experts. The statistical analysis indicates that this reading habits inventory is reasonably fairly valid and reliable for assessing reading habits.
The development of digital technologies, devices and resources impacts students’ digital reading habits and learning performance. This article aims to explore the situation of digital reading in Vietnamese universities and survey the factors influencing digital reading. Questionnaires were distributed to library staff and bachelor’s degree students at six universities in Vietnam; 906 valid questionnaires were received back from the students and 96 from the librarians. The data was analysed by using descriptive statistics and exploratory factor analysis. The findings reveal that the universities, academic libraries and lecturers had prepared the necessary conditions to support digital reading (i.e. regulations, processes, programmes, digital resources). Another highlighted result indicates that factors concerning students and lecturers had the most important influence on digital reading based on the responses of the library staff and students. The findings of this study will be useful for administrators, faculty members and library staff in designing appropriate solutions and programmes to support digital reading for undergraduate students.
Based on the question of the relationship between “deep reading” and “skim reading”, this article explores the question of which techniques, contents and competences can be promoted and taught in the context of a literary studies programme in English. It outlines a number of techniques, contents and competences that students can or should acquire in the course of their studies in literary studies in English. These include the techniques of deep reading and skim reading as well as self-expression in academic exchange. After a brief presentation of the most important “educational contents” (Dehn et al., Lesesozialisation, Literaturunterricht und Leseförderung in der Schule, in: Bodo Franzmann et al. (Ed.): Handbuch Lesen. Baltmannsweiler: Schneider Verlag Hohengehren 2001, pp. 568–637, 2001), five central competences are outlined on the basis of selected examples of English literature (and above all from Shakespeare’s plays), which can be fostered and developed in the examination of English literature in the context of an English studies programme.KeywordsEnglish studiesLiterary studiesTechniquesContentSkillsDeep readingSkim readingPerspective takingEmpathy
Scholars refer to individuals who have been immersed in digital environments and who make easy use of digital languages to interact with the world as "digital natives," and Teo proposed four attributes of digital natives to illustrate their behavioral tendencies. We aimed to expand Teo's framework and to develop and validate the Scale of Digital Native Attributes (SDNA) for measuring cognitive and social interactive attributes of digital natives. Based on pre-test results, we retained 10 attributes and 37 SDNA items, with 3-4 items in each sub-dimension. We then recruited 887 Taiwanese undergraduates as respondents and conducted confirmatory factor analysis to establish construct validity. Moreover, the SDNA correlated with several other related measurements to demonstrate satisfactory criterion-related validity. Internal consistency was evaluated by McDonald's Omega (ω) and Cronbach's α coefficient, showing satisfactory reliability. This preliminary tool is now ready for cross validation and temporal reliability testing in further research.
Understanding the media effect on behavioral outcomes is critical during a health crisis. Mechanisms explaining the mediation effect of media induced risk perception on individual fears and preventive behavior adoption rarely attend to the assumptions and methods to make a causal inference, nor to explore how the effect differs by socioeconomic status. We applied a causal framework to estimate how differential media exposure motivates fear and behavioral reaction, and to what extent these effects can be explained by risk susceptibility and risk severity perceptions in Israel and China, and whether the effects are conditional on socioeconomic situation. Our results suggest that media consumptions are explanatory predictors for increased fear and behavior through provoked risk perceptions. Moreover, socioeconomic status is a pronounced moderator in differentiating the media effect. These findings emphasize the media effects in the context of pandemic and have potential implications for media campaign and policy making.
It is established that, diverse and interactive e-learning content requires, along with the talent of developers, software support tools, which are also key in creating an e-learning course that supports technologies such as HTML5, SCORM, LMS. Therefore, the problem of its correct choice arises. This article presents and substantiates the most significant, in our opinion, functions of tools for creating e-learning resources. The importance of choosing e-learning content development tools was assessed
In this study, engineering students from universities all around India will have their reading interests and habits examined. Reading habits have changed as a result of technology; the most popular change is the rise of text reading from computer screens. Teachers and students face a variety of difficulties and opportunities as a result of the widespread use of screen reading. The usage of annotations and other forms of text interaction by engineering students when reading academic publications is examined in this work along with their general reading preferences, habits, and attitudes. The opinions of 109 students who participated in an online survey were examined. The report highlights a number of issues with engineering students' preferences and habits, and how those issues affect their capacity for critical thought. The researcher presented recommendations to encourage reading habits among engineering students in the continually technologically driven environment of today after conducting research to acquire a thorough overview of millennials' reading preferences.
Internet nie tylko zmienia język i sposób komunikowania się ludzi, ale również daje przestrzeń do powstawania nowych form i gatunków tekstowych. Ich rozwój determinują zwykle czynniki, które do tej pory, w tradycyjnej komunikacji ustnej czy pisemnej, miały (jeśli w ogóle) znaczenie drugo czy trzeciorzędne. W konsekwencji, analiza szeroko rozumianej komunikacji w Internecie, zwłaszcza na poziomie pragmatycznym, wymaga od językoznawcy podejścia interdyscyplinarnego, uwzględniającego wiedzę językową, psychologiczną i technologiczną. Pokazuje to doskonale przykład clikbaitów, czyli odnośników internetowych, których zadaniem jest przyciągnięcie uwagi odbiorcy i nakłonienie go do kliknięcia w hiperłącze. W niniejszym artykule staramy się opisać i wyjaśnić strategie komunikacyjne stosowane w clikbaitach, przyjmując jako punkt wyjścia badania z zakresu UX designu, głównie na temat nowego sposobu czytania na ekranie (tzw. F-shapped pattern) oraz psychologiczną koncepcję luki ciekawości (Loewenstein, 1994). Omawiamy również zjawisko tabloidyzacji mediów internetowych oraz rosnący wpływ clikbaitów na prezentowane w nich treści.
With seismic changes in forms of communication and more pervasive use of mobile devices to understand content, reading requires reimagining. Though traditional notions of reading and years of reading research continue to be relevant, there are clearly differences between not only the texts that we read and understand but also differences in how we read them. In this article, I adopt a phenomenological approach to reading practices in order to illustrate how sensory and embodied reading is and, in turn, how methods for interpreting and analysing reading need to turn more to phenomenology and identifying what Merleau-Ponty (1964) describes as ‘the essence of the experience’. Built on more of a game-based, ludic approach to reading, I argue that content (i.e., different texts and narrative styles) are processed in different ways and not in a traditional linear, narrative manner. The article draws from a multi-sited two-year project of iPad reading to illustrate how reading has shifted and how our methods for examining it need revisiting.
The article discusses the features of digital reading at the stage of search, relevance assessment and selection of information in native and foreign languages. The formation of skills to navigate information flows, understand what is read in a foreign language, and use the information to solve professional problems is one of the goals of teaching foreign languages at the present stage of development of higher education. However, the abundance of information sources on the Internet gives rise to problems in their choice. The author analyzes the difficulties faced by students in the process of searching and selecting relevant information both in their native and foreign languages. When using foreign sources, students experience more difficulties at the stage of information search, caused by differences between reading in their native and foreign languages. It is noted that most studies in the field of features of searching and selecting information from digital sources are limited to one language, most often native, and there is a shortage of works on the material of the Russian language. The purpose of this study was to determine whether the strategies for searching and assessing the relevance of a source of information in the native (Russian) and foreign (English) languages differ among first and second year university students of non-linguistic faculties. The article presents the results of a survey conducted among first and second year students of non-linguistic faculties. The results of the study indicate that the skills formed by students when working with Russian-language sources are generally transferred to English-language ones, but students prefer to work with information in their native language. The article reveals similarities and differences in the process of searching for educational and / or professional information and concludes that the skill of evaluating and verifying online sources is insufficiently developed.
Penelitian ini dilaksanakan karena beberapa masalah yang ditemukan dilapangan; permasalahan dalam kemampuan berbicara siswa pada bahasa inggris. Siswa seperti merasa takut dalam berbicara menggunakan bahasa inggris didepan kelas, siswa juga tidak bisa mengekspresikan ide mereka dalam bahasa inggris dan siswa juga tidak aktif ketika belajar speaking. Peneliti menggunakan metode kualitative sebagai metode penelitian. Untuk mengumpulkan data, peneliti menggunakan interview kepada siswa dan guru dan untuk menguatkan data peneliti melakukan observasi dilapangan. Subjek pada penelitian ini adalah seluruh siswa pada kelas XI di Pondok Pesantren Ashabul Yamin. Selanjutnya, dalam menganalisa data, peneliti menggunakan tiga metode yaitu : reduksi data, penyajian data, dan melakukan penarikan kesimpulan. Penemuan dalam penelitian ini menunjukkan bahwa factor yang menghambat kemampuan berbicara siswa adalah factor kognitif (konseptualisasi, formulasi, dan artikulasi), factor affektif (kurang percaya diri, merasa takut, dan kurang motivas) dan factor yang terakhir yaitu factor linguistic (kosa kata).
Raqamli ta'lim kontentini tayyorlash uchun koʻp turli xil va interaktiv HTML5, SCORM, LMS kabi texnologiyalarni qoʻllab-quvvatlaydigan elektron oʻquv kursini yaratishda muhim boʻlgan dasturiy vositalarini talab qiladi. Shuning uchun uni toʻgʻri tanlash muammosi paydo boʻladi. Ushbu maqolada shunday elektron ta'lim resurslarini yaratish vositalarining eng muhim jihatlarini taqdim etilgan va asoslangan.
To prepare digital educational content, it requires software tools that are important in creating an e-learning course that supports technologies such as HTML5, SCORM, and LMS. Therefore, the problem of choosing it correctly arises. In this article, the most important aspects of the tools for creating such e-learning resources are presented and based. Kalit soʻzlar: e-learning, content, cloud computing, web cam, HTML5, SCORM, LMS. KIRISH Ta'lim sohasida axborot-kommunikatsiya texnologiyalaridan foydalanishga boʻlgan talabning ortib borayotgani fonida tashkilotlar biznes yuritish, oʻqitish va ta'lim olish, oʻz xodimlarini muammolarni hal qilish uchun jihozlash usullarini izlay boshladilar. Tashkilotlar va ta'lim muassasalari oʻz xodimlarini yoki talabalarini katta talabga muvofiq oshirish va qayta tayyorlashga qanday tayyorgarlik koʻrmoqda. Maqolada kelajakda oʻquv muhitini oʻzgartiradigan asosiy tendensiyalar qarab chiqiladi. Moliyaviy va boshqa muammolarni keltirib chiqardi, bu esa tashkilotlarni uydan ishlash yoki masofadan ishlash kabi muqobil ish shakllarini izlashni va virtual taʻlim olishni taqoza etmoqda. Ilgari virtual oʻrganish faqat masofaviy ishlovchi xodimlar yoki mintaqalar boʻylab tarqalgan talabalar uchun qoʻllanilgan. MATERIALLAR VA METODOLOGIYA Elektron ta'lim bir nechta bogʻliq sohalarini qamrab oladi va bu sohalarning muammolari turli seminarlar va konferensiyalarda bir necha bor muhokama qilingan [1, 2]:
User control theory predicts that providing freedom in learning increases learning compared to traditional instruction, implying that the Web is more effective for learning than print. Theorists have also argued that navigation through Web sites mimics the associative nature of human memory and information processing—structural isomorphism—suggesting Web superiority. However, studies indicate that hypermedia increases cognitive load and produces disorientation, implying that hypermedia increases cognitive load and produces disorientation, implying that the Web would be less effective for learning than would print. An experiment comparing learning in print versus several Web site designs demonstrated that learning from print as measured by recognition is better than learning from linear and nonlinear Web designs but no different from a design including advisement. No significant differences across media conditions were found using cued recall as the measure of learning. Additional findings suggest that cognitive load inhibits learning, whereas Web expertise facilitates it. Curiously, a learning motivation tended to reduce learning.
This article introduces the application of informetric methods to the World Wide Web (WWW), also called Webometrics. A case study presents a workable method for general informetric analyses of the WWW. In detail, the paper describes a number of specific informetric analysis parameters. As a case study the Danish proportion of the WWW is compared to those of other Nordic countries. The methodological approach is comparable with common bibliometric analyses of the ISI citation databases. Among other results the analyses demonstrate that Denmark would seem to fall seriously behind the other Nordic countries with respect to visibility on the Net and compared to its position in scientific databases.
In this paper we describe a diary study of how people read in the course of their daily working lives. Fifteen people from a wide variety of professions were asked to log their daily document activity for a period of 5 consecutive working days. Using structured interviews, we analysed their reading activities in detail. We examine the range of reading activities that our subjects carried out, and then pre- sent findings relating to both common characteristics and variation across the sample. From these findings, we discuss some implications for the design of digital readiig devices. will also vary depending on whether one is considering reading at work or at home, and will depend on the kind of work environment one considers. The purpose of the study reported in this paper is to begin to answer these questions in a systematic, empirical way, within real work settings. While not discounting reading for leisure, this study focuses on work-related activities, whether they happen "at work" or in the home. We deliber- ately chose a sample of people who have very different types of jobs, across a range of different vertical markets. We did this because we were interested in exploring the range and diversity of work-related reading activities, as well as any commonalities that might nonetheless emerge despite this diversity. Our approach was to ask subjects to keep daily logs of their document activities, and then to unpack and expand these descriptions through structured interviews (a method successfully used previously, e.g., (2,
We report on a laboratory study that compares reading from paper to reading on-line. Critical differences have to do with the major advantages paper offers in supporting annotation while reading, quick navigation, and flexibility of spatial layout. These, in turn, allow readers to deepen their understanding of the text, extract a sense of its structure, create a plan for writing, cross-refer to other documents, and interleave reading and writing. We discuss the design implications of these findings for the development of better reading technologies.
We report on an examination of work practice in a knowledge-based, document-intensive organisation and describe the role of paper in that work. We show how such an examination can provide a resource for (1) the determination of system design modifications that can be undertaken in the short term; (2) the determination of entirely new systems design requiring longer term research and development; and (3) helping to specify where paper will continue to be used in future document-related work practice. KEYWORDS paper, ethnography, knowledge work, diary study, collaboration, design, organisations, IMF INTRODUCTION For many years now the paperless office has been held out as the goal for organisations: with such an office, organisations will be able to create, distribute, store, and use information in new and more effective ways. Furthermore, organisational theorists explain that without paper, new organisational forms will emerge, curbing the shocking waste of wood pulp and the ever inc...
Describes the CORE project which examined the viability for research chemists of replacing their use of printed journals with electronic equivalents, considering the requirements of users, the attributes of print, and ease and speed of access to the literature.
Modern Fiction Studies 45.2 (1999) 553-556
The title of this book perhaps looks merely catchy but is cogent to its argument: that compelling narratives from antiquity to the present, whether classical or popular, are perennial, but that the medium of narration changes in time and new narrative opportunities appear with emerging technologies. Fans of Star Trek will recognize the "holodeck" in question as a "universal fantasy machine," allowing a living person to enter into a world of story as if it were 3-D reality. At present the holodeck exists only in fiction, but Janet Murray examines in detail the way narratives produced in digital formats have begun to simulate imaginary worlds in which one can become immersed as an agent who has the power to transform a course of action. The author optimistically predicts that an emerging cyberdrama "need not resemble Huxley 'feelies'," in Brave New World, but can offer "satisfactions continuous with those we receive from established narrative formats," and perhaps the originality we recognize as art. Arguing strongly against the view that newer forms of expression are intrinsically inferior to earlier ones -- that film is inferior to drama, for example -- she asserts that we have focused inappropriately on the worth of various media in the last quarter century when we should instead have acknowledged "a general crisis in meaning." Finally, Murray is not asking if Hamlet will play on the holodeck but if in cyberspace we can attain to an artistic truth equivalent to that achieved by Shakespeare on the Elizabethan stage.
Hamlet on the Holodeck takes a long view of the technologies of narrative, pre- and post-Gutenberg, paying particular attention to forms of storytelling that seem to anticipate and legitimate those emerging in cyberspace, for example, those that play with the border between fiction and reality, those requiring the active participation of an audience, or those offering alternative plotlines. Reminding us that books printed before 1501 are called "incunabula," from the Latin word for swaddling clothes, Murray sets the stage for a detailed discussion of largely experimental composition on the narrative computer, "a technology still in its infancy." At considerable length she examines storytelling in electronic games, such as Mortal Kombat, role-playing in virtual environments on the Internet called MUDs and MOOs, dialogue engendered by ELIZA and her daughters, computer programs capable of responding to simple typed questions, and interactive stories composed by Murray's own students at MIT.
It is a strength of this book that Murray, trained as a Victorian scholar and a teacher of humanities for many years, brings to her study of electronic composition an Aristotelian sense of analytic categories and writes about new media with great clarity. Less satisfactory to this reader is her antipathy to contemporary theorists whom she sums up inaccurately as "denouncing meaning as something to be deconstructed into absurdity." Aversion to much postmodern theory, together with a conviction that we stand in the "infancy" of electronic writing, leads to a slighting of sophisticated work by hypertext writer-theorists such as Michael Joyce and Stuart Moulthrop and somewhat overextended appreciation of such phenomena as electronic games and the authorship of chatterbots (computer-generated "characters" programmed to mimic speech, or at least certain verbal tics). Though computer-generated characters may at this moment appear merely fanciful, the aim of their creators is to achieve what computer scientists call "emergent behavior," the ability to go beyond what these characters have been programmed to do. At present still an "exciting possibility," machines that exhibit emergence will bring us, Murray believes, to "a new threshold in our ability to represent complex systems . . . whether thermodynamics, war strategies, or human behavior."
The imaginative artist of cyberspace narrative will be a "procedural author," one who, godlike, defines rules of action rather than determining behavior itself. Relying strongly on analogy with past success in narrative form, Murray argues that successful cybernarrative must establish its own conventions, "rules by which things should happen," and structures for...
This article argues for an activity-based theory of genre knowledge. Drawing on empirical findings from case study research emphasizing “insider knowledge” and on structuration theory, activity theory, and rhetorical studies, the authors propose five general principles for genre theory: (a) Genres are dynamic forms that mediate between the unique features of individual contexts and the features that recur across contexts; (b) genre knowledge is embedded in communicative activities of daily and professional life and is thus a form of “situated cognition”; (c) genre knowledge embraces both form and content, including a sense of rhetorical appropriateness; (d) the use of genres simultaneously constitutes and reproduces social structures; and (e) genre conventions signal a discourse community's norms, epistemology, ideology, and social ontology.
In this paper the author describes a study undertaken at the National Autonomous University of Mexico (Universidad Nacional Autónoma de México (UNAM)) to explore the influence of the Internet on the reading habits of students. The study showed increasing familiarity with information technologies and the Internet and that reading practices are changing as a result. There is a need for libraries to take a lead in promoting broader reading experiences.
While research into theoretical models of information retrieval (IR), IR in libraries, and testing of search algorithms have been cornerstones of IR research for decades, there has been comparatively little research into the problems of IR in business. Because of the growing magnitude and urgency of these problems, it is important to assess them more completely. This paper is an essay that draws on interviews with over 40 people experiencing real-life retrieval problems to characterize better these problems in the context of the work their organizations perform.
The arrival and proliferation of electronic resources and digital libraries have a number of significant impacts on the use of print resources and traditional libraries. This study explores the extent to which graduate students in a metropolitan university setting use print and electronic resources. Reading preferences and use of print and electronic resources vary among different disciplines. Graduate students seem to expect a hybrid of print and electronic resources. They desire to meet their information needs through a mix of print and online resources, even though reasons for supplementing another type of resource differ. Circumstances that affect the selection of use between digital libraries and traditional libraries are also discussed.
Few, if any, studies have examined the persuasion process as it unfolds in the computer environments that are so popular in today’s educational settings. As such, the purpose of this study was to examine the extent to which students’ knowledge and beliefs and their reactions to the features of the articles would be differentially influenced as a result of reading traditional persuasive texts vs. online computerized persuasive texts. The results revealed that text presentations were effective at significantly modifying both, students’ knowledge and beliefs. However, students in the computerized text condition found the texts significantly more difficult to understand, less interesting, and the authors less credible. Implications for research and practice are forwarded.
Scholarly communication is undergoing transformation under the confluence of many forces. The purpose of this article is to explore trends in transforming scholarly publishing and their implications. It examines how collaboration and volume of information production were changed over the past century. It also explores how older documents are used under today’s network environment where new information is easily accessible. Understanding these trends would help us design more effective electronic scholarly publishing systems and digital libraries, and serve the needs of scholars more responsively.
This is a paper at the intersection of two topics now receiving considerable attention. The question of reading - of what it is to read and how reading has changed over time - has been attracting some interest in recent days, no doubt due in part to the very visible transformation of technology now under way. To a lesser but still substantial extent, the topic of human attention is also the subject of increasing discussion. There is growing awareness or attention as a highly limited resource, stemming in part from the realization that an abundance of information, good though it is in many ways, is also a tax on our attention. This paper examines current assumptions about what it means (or will mean) to read digital documents and to read 'in' digital libraries. It suggests that current work in digital library design and development is participating in a general societal trend toward shallower, more fragmented, and less concentrated reading and, by calling attention to this phenomenon, offers an opportunity to question this movement.
The article focuses on the evolution of paperless office as an inevitable result of technology advances. The introduction of new technologies has often stimulated dynamic interactions between old and new. New technologies are commonly misperceived as total replacements for old ones, when in fact the introduction of a new technology can stimulate a synergy between old and new. Electronic media and printed media complement, and in some ways even reinforce each other. Today, paper remains the most popular document medium because of its credibility, tangibility, and ease of use, portability and compatibility with all imaging devices, such as facsimile units, copiers, printers, and scanners. Despite the enormous popularity of computers and personal digital assistants, along with the improvements in screen technology, mobile computing technology and navigational and input tools, paper usage in the U.S. continues to increase. While paper will not become obsolete any time soon, a shift is occurring in how it is being used.
Reasons for lack of trust in digital storage of information are discussed. Five such reasons are Inaccessibility, Lack of tangibility, Fear of alteration, Short life of preservation media, and Improper security and lack of privacy. The similarities between currency and paper documents and the dissimilarity of digital information with currency are also elaborated. Although electronic storage is economical and convenient but to realize the full benefits of electronic storage trust on electronic storage has to be developed.
Thesis (Ph. D.)--Cornell University, 1992. Includes bibliographical references (leaves 92-96). Photocopy of typescript.
Hypertext has been promoted as a vehicle that will change literary reading, especially through its recovery of images, supposed to be suppressed by print, and through the choice offered to the reader by links. Evidence from empirical studies of reading, however, suggests that these aspects of hypertext may disrupt reading. In a study of readers who read either a simulated literary hypertext or the same text in linear form, we found a range of significant differences: these suggest that hypertext discourages the absorbed and reflective mode that characterizes literary reading.
Obra que analiza las propiedades, ventajas, reacciones y significados que ofrece la narrativa interactiva frente a la narrativa lineal para entender cómo las historias median nuestra forma de pensar el mundo.
Readers annotate paper books as a routine part of their engagement with the materials; it is a useful practice, manifested through a wide variety of markings made in service of very different purposes. This paper examines the practice of annotation in a particular situation: the markings students make in university-level textbooks. The study focuses on the form and function of these annotations, and their status within a community of fellow textbook readers. Using this study as a basis, I discuss issues and implications for the design of annotation tools for a digital library setting.
Electronic literacy in school and home: a look into the future”
- K J Topping
Text demands respect on the web
- R Goldsborough
Endangered Minds: Why Our Children Don't Think
- J M Healy
Reading habits: 50 years of research on reading and threats to reading: cultural foundations
- W P Knulst
- G Kraaykamp
- A Van Den Broek
- J De Haan
Electronic journals: what do users think of them?
- C Mcknight
Eye-tracking study conducted by the Poynter Institute and Stanford University
- Poynter Institute
Reading habits: 50 years of research on reading and threats to reading: cultural foundations Hypertext: The Convergence of Technology and Contemporary Critical Theory
- W P Knulst
- G Kraaykamp
- Van
- A Broek
- J De Haan
Knulst, W.P., Kraaykamp, G., van den Broek, A. and de Haan, J. (1996), " Reading habits: 50 years of research on reading and threats to reading: cultural foundations ", available at: www. scp.nl/boeken/studies/studie23/uk/samenvatting.htm Landow, G.P. (1992), Hypertext: The Convergence of Technology and Contemporary Critical Theory, Johns Hopkins University Press, Baltimore, MD.
Information Payoff Electronic literacy in school and home: a look into the future
- P A Strassmann
- Ny
- K J Topping
Strassmann, P.A. (1985), Information Payoff, The Free Press, New York, NY. Topping, K.J. (1997), " Electronic literacy in school and home: a look into the future ", International Reading Association, Newark, DE, available at: www.readingonline.org/international/ future/ JDOC 61,6
The places of books in the age of electronic production Future Libraries A comparison of reading paper and on-line documents
- G Nunberg
- Ca O Berkeley
- K Hara
- A Sellen
Nunberg, G. (1994), " The places of books in the age of electronic production ", in Bloch, R.H. and Hesse, C. (Eds), Future Libraries, University of California Press, Berkeley, CA. O'Hara, K. and Sellen, A. (1997), " A comparison of reading paper and on-line documents ", Proceedings of CHI'97 Conference, Atlanta, GA, pp. 335-42.