Academic Reading under a Semantic Enhancement Environment: An Empirical Study on Users' Cognitive Load and Reading Effect

Autor/inn/en	Song, Ningyuan; Chen, Kejun; Jin, Xiufang; Zhao, Yuehua
Titel	Academic Reading under a Semantic Enhancement Environment: An Empirical Study on Users' Cognitive Load and Reading Effect
Quelle	In: Journal of Computer Assisted Learning, 39 (2023) 1, S.167-181 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Song, Ningyuan) ORCID (Chen, Kejun) ORCID (Jin, Xiufang) ORCID (Zhao, Yuehua)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12737
Schlagwörter	Reading Processes; Reading Skills; Semantics; Cognitive Processes; Difficulty Level; Reading Achievement; Reading Improvement; Reading Materials + Suchen Sie Ihr Suchwort? Leseprozess; Reading skill; Lesefertigkeit; Semantik; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Leseleistung
Abstract	Background: In the digital environment, users' academic reading behaviour has changed, working with many articles simultaneously to search, filter, scan, link, annotate and analyse content fragments. The semantic enhancement environment has been widely set with semantic technologies to offer additional and handy support for users and thus facilitate the reading process. Despite many efforts devoted to developing a semantic enhancement environment, less attention has been paid to its actual effects. Objectives: This study aims to explore the effects of a semantic enhancement environment. Methods: Elaborating on cognitive load theory and focusing on academic reading, this study compared users' cognitive load and reading effect under the semantic enhancement environment and plain text environment and verified the three hypotheses. Results and conclusions: Through experiments and statistical analysis, this study found that, under a semantic enhancement environment, users had their cognitive load reduced and their reading effect improved. Consequently, a semantic enhancement environment promotes academic reading. Takeaways: This study adds to previous literature on semantic publishing by empirically corroborating the conducive effects of semantic enhancement environment in academic reading. Additionally, it justifies semantic publishing and provides a reference for the future design of semantically enhanced reading environments. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01