How the Quality of Annotation Influences Academic Reading: An Eye‐Tracking Study.
Background: Collaborative reading can facilitate students' understanding of complex learning materials. High‐quality annotations provided by peer learners are essential for successful collaborative reading. However, it remains to be understood how annotation quality affects reading comprehension. Ob...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 3; pp. 1 - 17 |
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| Autores principales: | , , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=185452201&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 185452201 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2025 vid: 41 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 185452201 185452201 185452201 10.1111/jcal.70062 185452201 ppf: 1 ppct: 16 formats: tig: atl: How the Quality of Annotation Influences Academic Reading: An Eye‐Tracking Study. aug: au: Zhang, Lishan Liu, Lili Wang, Shuwen Xu, Min Zhang, Sixv Tang, Yun affil: School of Education, Beijing Institute of Technology, Beijing, China sug: subj: Reading Simulations Learning Environment Collaboration Academic Performance Eye Movement Measurements Language Processing Grammar Readability Human Male Female Adolescence Adult Power Analysis Descriptive Statistics Funding Source Students, College Adolescent: 13-18 years Adult: 19-44 years Male Female ab: Background: Collaborative reading can facilitate students' understanding of complex learning materials. High‐quality annotations provided by peer learners are essential for successful collaborative reading. However, it remains to be understood how annotation quality affects reading comprehension. Objectives: A simulated collaborative reading environment was constructed for interactive highlighting and commenting. The environment was used to conduct a laboratory experiment and examine the benefits of reading annotations by others. Methods: Forty‐seven college students participated in the study and were randomly assigned to two conditions. The constructive annotation group was provided with annotations containing information that pertained to the constructive level of cognitive processing, while the active annotation group was supplied with annotations containing information that pertained to the active level of cognitive processing. Pre‐ and post‐tests were used to measure learning gains. System log files and eye‐tracking data were analysed to compare and contrast the differences in underlying processing. Results and Conclusions: The results showed that constructive and active annotations incurred different reading patterns, with the constructive annotations attracting more attention than the active annotations. The results implied that instructors could use seed annotations of a constructive level in reading assignments to facilitate reading comprehension. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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