教師資料查詢 | 類別: 會議論文 | 教師: 陳勇汀CHEN, YUNG-TING (瀏覽個人網頁)

標題:Effects of Different Text Display Types on Reading Comprehension, Sustained Attention and Cognitive Load in Mobile Reading Contexts
學年102
學期2
發表日期2014/06/02
作品名稱Effects of Different Text Display Types on Reading Comprehension, Sustained Attention and Cognitive Load in Mobile Reading Contexts
作品名稱(其他語言)
著者Chen Yung-Ting; Chen Chih-Ming
作品所屬單位
出版者
會議名稱Integrating Technology, Social Media and Learning Design
會議地點Bali, Indonesia
摘要Despite the popularity of mobile reading devices, many studies have indicated that small screens restrict information transmission, adversely affecting reading performance on mobile devices. Moreover, mobile reading typically occurs in different reading contexts. Therefore, suitable text display type for mobile reading in different reading contexts should be considered, such that learners can effectively read content. This work selected the frequently used static and dynamic text display types (i.e., Paging and Auto-scrolling) and assessed their effects on mobile reading performance. Furthermore, the features of static and dynamic text display types were considered when designing a mixed text type for mobile reading. Based on brainwave detector, reading comprehension test sheet, and cognitive load scale results, this work designed a mobile reading experiment with a two-factor experimental design to assess the effects of the selected static, dynamic, and designed text types, which were respectively presented in sitting, standing, and walking contexts, on reading comprehension, sustained attention, and cognitive load of learners. Experimental results show that sitting obtained the highest sustained attention and the mixed text garnered lowest sustained attention. Moreover, although analytical results show that no significant difference existed in overall reading comprehension with each text type presented with the mobile reading contexts, reading comprehension (i.e., memory, comprehension, and application types) was significantly affected by the reading context, and to some degree, the text display type. This work also found that the text display type is a major factor affecting learners’ cognitive load; however, learners’ cognitive load is not be affected by the considered reading contexts. Among the three text display types, the mixed type generates the highest cognitive load, followed by the dynamic type, and then the static type. In conclusion, the three reading contexts with the three text types have both advantages and disadvantages for reading comprehension, sustained attention, and cognitive load. As a result, text display type for mobile reading on small screens should be adjusted according to reading context or to improve reading comprehension, attention, or cognitive load.
關鍵字Mobile reading;Text display type;Reading comprehension;Sustained attention;Cognitive load
語言英文(美國)
收錄於
會議性質國際
校內研討會地點
研討會時間20140602~20140605
通訊作者
國別印度尼西亞共和國
公開徵稿
出版型式
出處Proceedings of the International Mobile Learning Festival 2014
SDGs
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