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AutorNaumann, Johannes
TitelA model of online reading engagement. Linking engagement, navigation, and performance in digital reading.
QuelleIn: Computers in human behavior, 53 (2015), S. 263-277
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Spracheenglisch
Dokumenttyponline; Zeitschriftenaufsatz
ISSN0747-5632
DOI10.1016/j.chb.2015.06.051
URNurn:nbn:de:0111-pedocs-179745
SchlagwörterDigitale Medien; Hypertext; Internet; Lesekompetenz; Lesen; Leseverhalten; Mediennutzung; Metaanalyse; Modell; Motivation; Online; PISA (Programme for International Student Assessment); Schüler; Soziales Netzwerk
AbstractA model of online reading engagement is outlined. This model proposes that online reading engagement predicts dedication in digital reading. Dedication in digital reading according to the model is reflected in task-adaptive navigation, and task-adaptive navigation predicts digital reading performance over and above print reading skill. Information engagement is assumed to positively predict task-adaptive navigation, while social engagement is assumed to negatively predict task-adaptive navigation. These hypotheses were tested using OECD PISA 2009 Digital Reading Assessment data from 17 countries and economies (N = 29,395). Individual task responses served as the primary unit of analysis. Linear mixed models were used to predict navigation behavior from the interaction of information and social online reading engagement with navigation demands. High information engagement was associated with more task-adaptive navigation behavior, as shown by significant positive interactions between information engagement and tasks' navigation demands. In contrast, high social engagement was associated with less adaptive navigation behavior, as shown by negative interactions between social engagement and navigation demands. Generalized linear mixed models were used to predict task performance by the interaction of navigation demands and navigation behavior. Adaptive navigation behavior predicted digital reading task performance, as shown by significant interactions between navigation behavior and navigation demands. These results are in support of the proposed model of online reading engagement. (DIPF/Orig.)
Erfasst vonDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation
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