The effects of computer-assisted interactive reading model on higher-level and lower-level text processing skills and cognitive load

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2024-05-19 DOI:10.1111/jcal.13005

Akbar Bahari, Parviz Alavinia, Mohammad Mohammadi

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引用次数: 0

Abstract

Background

This study investigates the effects of higher and lower-level text processing strategies on both higher and lower-level processing skills and cognitive load using the computer-assisted interactive reading model (CAIRM) as the educational intervention framework.

Objectives

The objectives of this study are to examine the effects of the CAIRM model on reading performance and cognitive load, and to investigate the interactive use of higher-level and lower-level text processing skills on reading performance and cognitive load.

Methods

A mixed methods research design was used with QUAN + QUAL data and one-way ANOVA to examine the effects of the CAIRM model on 120 randomly sampled BA students majoring in TEFL.

Results

The study provides empirical evidence for the interactivity effect in digital text processing, revealing that the development of one skill can enhance the development of another skill interactively. The interactive use of higher-level and lower-level text processing skills was found to improve reading performance and reduce cognitive load during digital text processing. Interestingly, the results show that some participants preferred lower-level skills, while others preferred higher-level skills to manage cognitive load during reading activities, indicating mixed effects in strategy use.

Conclusion

The findings of this study underscore the importance of interactive use of higher and lower-level text processing skills for enhancing reading performance and reducing cognitive load during digital text processing. These results have both theoretical and pedagogical implications for CALL researchers and practitioners, emphasising the need for personalised instruction tailored to individual learners' needs and preferences. Future studies can further explore the potential effects of text processing skills and develop instructional strategies to optimise learners' reading performance and cognitive load. Overall, the study contributes to the growing body of literature in CALL and highlights the significance of interactive learning models for improving learning outcomes.

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计算机辅助互动阅读模式对高层次和低层次文本处理能力及认知负荷的影响

以往的研究表明，数字阅读涉及多个认知过程，高层次和低层次的文本处理技能呈正相关。这项研究为数字文本处理中的互动效应提供了实证证据，学习者可以动态、非线性地使用不同的文本处理策略，从而获得认知上的益处。CALL 从业人员和研究人员可以利用这项研究的启示来设计有效的数字阅读干预措施，学习者可以根据手头的任务使用不同的策略，从而从中受益。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope