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題名 Effects of different text display types on reading comprehension, sustained attention and cognitive load in mobile reading contexts
作者 Chen, Chih-Ming;Lin, Yu-Ju
陳志銘
貢獻者 圖檔所
關鍵詞 cognitive load; mobile reading; reading comprehension; sustained attention; text display type
日期 2014
上傳時間 11-Jun-2015 13:40:19 (UTC+8)
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 display type for mobile reading. Based on brainwave detector, reading-comprehension test sheet, and cognitive-load scale, 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 display 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 display 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. © 2014 © 2014 Taylor & Francis.
關聯 Interactive Learning Environments
資料類型 article
DOI http://dx.doi.org/10.1080/10494820.2014.891526
dc.contributor 圖檔所
dc.creator (作者) Chen, Chih-Ming;Lin, Yu-Ju
dc.creator (作者) 陳志銘zh_TW
dc.date (日期) 2014
dc.date.accessioned 11-Jun-2015 13:40:19 (UTC+8)-
dc.date.available 11-Jun-2015 13:40:19 (UTC+8)-
dc.date.issued (上傳時間) 11-Jun-2015 13:40:19 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/75686-
dc.description.abstract (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 display type for mobile reading. Based on brainwave detector, reading-comprehension test sheet, and cognitive-load scale, 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 display 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 display 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. © 2014 © 2014 Taylor & Francis.
dc.format.extent 176 bytes-
dc.format.mimetype text/html-
dc.relation (關聯) Interactive Learning Environments
dc.subject (關鍵詞) cognitive load; mobile reading; reading comprehension; sustained attention; text display type
dc.title (題名) Effects of different text display types on reading comprehension, sustained attention and cognitive load in mobile reading contexts
dc.type (資料類型) articleen
dc.identifier.doi (DOI) 10.1080/10494820.2014.891526
dc.doi.uri (DOI) http://dx.doi.org/10.1080/10494820.2014.891526