Time-on-task effects in digital reading are non-linear and moderated by persons' skills and tasks' demands.

Autor/inn/en	Naumann, Johannes; Goldhammer, Frank
Titel	Time-on-task effects in digital reading are non-linear and moderated by persons' skills and tasks' demands.
Quelle	In: Learning and individual differences, (2017) 53, S. 1-16Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2016.10.002
Schlagwörter	Testkonstruktion; Kognitiver Prozess; Problemlösen; Testaufgabe; Digitale Medien; Hypertext; Lesen; Modell; Zeit; Problemlösen; Internationaler Vergleich; Testkonstruktion; Leseverstehen; Kognitiver Prozess; Leistungsmessung; Testaufgabe; Wirkung; Hypertext; Lesekompetenz; Schülerleistung; Lesekompetenz; Lesen; Leseverstehen; Technologiebasiertes Testen; Internationaler Vergleich; Zeit; Leistungsmessung; Modell; Wirkung; PISA (Programme for International Student Assessment); OECD-Staaten
Abstract	Time-on-task effects on response accuracy in digital reading tasks were examined using PISA 2009 data (N = 34,062, 19 countries/economies). As a baseline, task responses were explained by time on task, tasks' easiness, and persons' digital reading skill (Model 1). Model 2 added a quadratic time-on-task effect, persons' comprehension skill and tasks' navigation demands as predictors. In each country, linear and quadratic time-on-task effects were moderated by person and task characteristics. Strongly positive linear time-on-task effects were found for persons being poor digital readers (Model 1) and poor comprehenders (Model 2), which decreased with increasing skill. Positive linear time-on-task effects were found for hard tasks (Model 1) and tasks high in navigation demands (Model 2). For easy tasks and tasks low in navigation demands, the time-on-task effects were negative, or close to zero, respectively. A negative quadratic component of the time-on-task effect was more pronounced for strong comprehenders, while the linear component was weaker. Correspondingly, for tasks high in navigation demands the negative quadratic component to the time-on-task effect was weaker, and the linear component was stronger. These results are in line with a dual-processing account of digital reading that distinguishes automatic reading components from resource-demanding regulation and navigation processes. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2023/1