Effects of different text display types on reading comprehension, sustained attention and cognitive load in mobile reading contexts
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 typ...
Ausführliche Beschreibung
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| Autor*in: |
Chen, Chih-Ming [verfasserIn] |
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| Format: |
Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2016 |
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| Rechteinformationen: |
Nutzungsrecht: © 2014 Taylor & Francis 2014 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: Interactive learning environments - Abingdon : Routledge Taylor & Francis Group, 1990, 24(2016), 3, Seite 553-571 |
|---|---|
| Übergeordnetes Werk: |
volume:24 ; year:2016 ; number:3 ; pages:553-571 |
| Links: |
|---|
| DOI / URN: |
10.1080/10494820.2014.891526 |
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| 520 | |a 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. | ||
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10.1080/10494820.2014.891526 doi PQ20160719 (DE-627)OLC1975711971 (DE-599)GBVOLC1975711971 (PRQ)c1801-ad052072884697f8bf2b0291e91122ffa5262865168d55b8bc1a5d332a9df2b50 (KEY)0165597320160000024000300553effectsofdifferenttextdisplaytypesonreadingcompreh DE-627 ger DE-627 rakwb eng 370 004 DNB 54.00 bkl Chen, Chih-Ming verfasserin aut Effects of different text display types on reading comprehension, sustained attention and cognitive load in mobile reading contexts 2016 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier 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. Nutzungsrecht: © 2014 Taylor & Francis 2014 mobile reading text display type cognitive load reading comprehension sustained attention Reading Reading comprehension Automobile industry Interactive learning Lin, Yu-Ju oth Enthalten in Interactive learning environments Abingdon : Routledge Taylor & Francis Group, 1990 24(2016), 3, Seite 553-571 (DE-627)130942677 (DE-600)1060154-5 (DE-576)038866439 1049-4820 nnns volume:24 year:2016 number:3 pages:553-571 http://dx.doi.org/10.1080/10494820.2014.891526 Volltext http://www.tandfonline.com/doi/abs/10.1080/10494820.2014.891526 http://search.proquest.com/docview/1786804892 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-MAT GBV_ILN_4305 GBV_ILN_4318 54.00 AVZ AR 24 2016 3 553-571 |
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10.1080/10494820.2014.891526 doi PQ20160719 (DE-627)OLC1975711971 (DE-599)GBVOLC1975711971 (PRQ)c1801-ad052072884697f8bf2b0291e91122ffa5262865168d55b8bc1a5d332a9df2b50 (KEY)0165597320160000024000300553effectsofdifferenttextdisplaytypesonreadingcompreh DE-627 ger DE-627 rakwb eng 370 004 DNB 54.00 bkl Chen, Chih-Ming verfasserin aut Effects of different text display types on reading comprehension, sustained attention and cognitive load in mobile reading contexts 2016 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier 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. Nutzungsrecht: © 2014 Taylor & Francis 2014 mobile reading text display type cognitive load reading comprehension sustained attention Reading Reading comprehension Automobile industry Interactive learning Lin, Yu-Ju oth Enthalten in Interactive learning environments Abingdon : Routledge Taylor & Francis Group, 1990 24(2016), 3, Seite 553-571 (DE-627)130942677 (DE-600)1060154-5 (DE-576)038866439 1049-4820 nnns volume:24 year:2016 number:3 pages:553-571 http://dx.doi.org/10.1080/10494820.2014.891526 Volltext http://www.tandfonline.com/doi/abs/10.1080/10494820.2014.891526 http://search.proquest.com/docview/1786804892 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-MAT GBV_ILN_4305 GBV_ILN_4318 54.00 AVZ AR 24 2016 3 553-571 |
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10.1080/10494820.2014.891526 doi PQ20160719 (DE-627)OLC1975711971 (DE-599)GBVOLC1975711971 (PRQ)c1801-ad052072884697f8bf2b0291e91122ffa5262865168d55b8bc1a5d332a9df2b50 (KEY)0165597320160000024000300553effectsofdifferenttextdisplaytypesonreadingcompreh DE-627 ger DE-627 rakwb eng 370 004 DNB 54.00 bkl Chen, Chih-Ming verfasserin aut Effects of different text display types on reading comprehension, sustained attention and cognitive load in mobile reading contexts 2016 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier 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. Nutzungsrecht: © 2014 Taylor & Francis 2014 mobile reading text display type cognitive load reading comprehension sustained attention Reading Reading comprehension Automobile industry Interactive learning Lin, Yu-Ju oth Enthalten in Interactive learning environments Abingdon : Routledge Taylor & Francis Group, 1990 24(2016), 3, Seite 553-571 (DE-627)130942677 (DE-600)1060154-5 (DE-576)038866439 1049-4820 nnns volume:24 year:2016 number:3 pages:553-571 http://dx.doi.org/10.1080/10494820.2014.891526 Volltext http://www.tandfonline.com/doi/abs/10.1080/10494820.2014.891526 http://search.proquest.com/docview/1786804892 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-MAT GBV_ILN_4305 GBV_ILN_4318 54.00 AVZ AR 24 2016 3 553-571 |
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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. 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effects of different text display types on reading comprehension, sustained attention and cognitive load in mobile reading contexts |
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Effects of different text display types on reading comprehension, sustained attention and cognitive load in mobile reading contexts |
| abstract |
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. |
| abstractGer |
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. |
| abstract_unstemmed |
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. |
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