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The effects of computer‐assisted interactive reading model on higher‐level and lower‐level text processing skills and cognitive load.

Background: This study investigates the effects of higher and lower‐level text processing strategies on both higher and lower‐level processing skills and cognitive load using the computer‐assisted interactive reading model (CAIRM) as the educational intervention framework. Objectives: The objectives...

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Published in:Journal of Computer Assisted Learning Vol. 40; no. 5; pp. 2081 - 2103
Main Authors: Bahari, Akbar, Alavinia, Parviz, Mohammadi, Mohammad
Format: research tables/charts randomized controlled trial Journal Article
Published: Wiley-Blackwell Oct2024
Online Access:View this record in EBSCOhost
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      jtl: Journal of Computer Assisted Learning
      issn: 02664909
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      dt: Oct2024
      vid: 40
      iid: 5
      pid: 480
      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        10.1111/jcal.13005
        181038784
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        atl: The effects of computer‐assisted interactive reading model on higher‐level and lower‐level text processing skills and cognitive load.
      aug:
        au:
          Bahari, Akbar
          Alavinia, Parviz
          Mohammadi, Mohammad
        affil: Department of English Language and Literature, Urmia University, Urmia, Iran
      sug:
        subj:
          Computer-Assisted Instruction
          Models, Educational
          Reading
          Learning
          Cognition
          Language Processing Education
          Skill Acquisition
          Outcomes of Education
          Human
          Multimethod Studies
          Randomized Controlled Trials
          Random Assignment
          Pretest-Posttest Design
          One-Way Analysis of Variance
          Adult
          Descriptive Statistics
          Male
          Female
          Educational Technology
          Comparative Studies
          Language Tests
          Students, College
          Coefficient alpha
          Summated Rating Scaling
          Scales
          Open-Ended Questionnaires
          kappa Statistic
          Data Analysis Software
          Students, Undergraduate
          English as a Second Language
          Adult: 19-44 years
          Male
          Female
      ab: Background: This study investigates the effects of higher and lower‐level text processing strategies on both higher and lower‐level processing skills and cognitive load using the computer‐assisted interactive reading model (CAIRM) as the educational intervention framework. Objectives: The objectives of this study are to examine the effects of the CAIRM model on reading performance and cognitive load, and to investigate the interactive use of higher‐level and lower‐level text processing skills on reading performance and cognitive load. Methods: A mixed methods research design was used with QUAN + QUAL data and one‐way ANOVA to examine the effects of the CAIRM model on 120 randomly sampled BA students majoring in TEFL. Results: The study provides empirical evidence for the interactivity effect in digital text processing, revealing that the development of one skill can enhance the development of another skill interactively. The interactive use of higher‐level and lower‐level text processing skills was found to improve reading performance and reduce cognitive load during digital text processing. Interestingly, the results show that some participants preferred lower‐level skills, while others preferred higher‐level skills to manage cognitive load during reading activities, indicating mixed effects in strategy use. Conclusion: The findings of this study underscore the importance of interactive use of higher and lower‐level text processing skills for enhancing reading performance and reducing cognitive load during digital text processing. These results have both theoretical and pedagogical implications for CALL researchers and practitioners, emphasising the need for personalised instruction tailored to individual learners' needs and preferences. Future studies can further explore the potential effects of text processing skills and develop instructional strategies to optimise learners' reading performance and cognitive load. Overall, the study contributes to the growing body of literature in CALL and highlights the significance of interactive learning models for improving learning outcomes. Lay Description: What is already known about this topic: Previous research has shown digital reading involves multiple cognitive processes.Higher and lower‐level text processing skills are positively correlated. What this paper adds: The study provides empirical evidence for the interactivity effect in digital text processing.Learners can use different text processing strategies dynamically and nonlinearly, leading to cognitive benefits. Implications for practice and/or policy: CALL practitioners and researchers can use the insights from this study to design effective digital reading interventions.Learners may benefit from using different strategies depending on the task at hand.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        randomized controlled trial
        Journal Article
      ougenre: Article
    language: English
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