淡江大學機構典藏:Item 987654321/123652
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    题名: Effects of Different Text Display Types on Reading Comprehension, Sustained Attention and Cognitive Load in Mobile Reading Contexts
    作者: Chen, Yung-Ting;Chen, Chih-Ming
    关键词: Mobile reading;Text display type;Reading comprehension;Sustained attention;Cognitive load
    日期: 2014-06-02
    上传时间: 2023-04-28 18:54:48 (UTC+8)
    摘要: 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 type for mobile reading. Based on brainwave detector, reading comprehension test sheet, and cognitive load scale results, 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 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 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.
    關聯: Proceedings of the International Mobile Learning Festival 2014
    DOI: 10.1080/10494820.2014.891526
    显示于类别:[資訊與圖書館學系暨研究所] 會議論文

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