Optimal line length for reading schoolbook on screen

Although experimental studies have shown a strong impact of text layout on the legibility of e- text, many digital texts appearing in eBook or the internet use different designs, so that there is no straightforward answer in the literature over which one to follow when designing e- material. Therefore, in this paper we shall focus on the text layout, particularly the influence of line lengthen reading performance of e-school book.48 native Arabic students (24 male and 24 female) volunteered for this experiment. The participants’ age ranged from 9 to 13. Performance of students was assessed through two dependent variables: (1) time to complete each tasks; and (2) accuracy of the answers. Accuracy data was based on the number of correct answers the students provided and the total score was 12 points. Several findings were reported by this experiment such as; the time needed to complete all the question models becomes significantly low when students are older, errors for all the question models are expected to be significantly lower for older students. Reading text on a single column with double columns shows that the reading process is affected by the students’ age, as older students were faster when reading through double columns, while students aged 9 prefer the single column in both reading processes. The study has recommended double line for fast reading for students their reading performance is satisfactory. While, long line has suggested for students with difficulty in reading

A cognitive approach to user perception of multimedia quality: An empirical investigation

Whilst multimedia technology has been one of the main contributing factors behind the Web's success, delivery of personalized multimedia content has been a desire seldom achieved in practice. Moreover, the perspective adopted is rarely viewed from a cognitive styles standpoint, notwithstanding the fact that they have significant effects on users’ preferences with respect to the presentation of multimedia content. Indeed, research has thus far neglected to examine the effect of cognitive styles on users’ subjective perceptions of multimedia quality. This paper aims to examine the relationships between users’ cognitive styles, the multimedia quality of service delivered by the underlying network, and users’ quality of perception (understood as both enjoyment and informational assimilation) associated with the viewed multimedia content. Results from the empirical study reported here show that all users, regardless of cognitive style, have higher levels of understanding of informational content in multimedia video clips (represented in our study by excerpts from television programmes) with weak dynamism, but that they enjoy moderately dynamic clips most. Additionally, multimedia content was found to significantly influence users’ levels of understanding and enjoyment. Surprisingly, our study highlighted the fact that Bimodal users prefer to draw on visual sources for informational purposes, and that the presence of text in multimedia clips has a detrimental effect on the knowledge acquisition of all three cognitive style groups

Examination of Eco-Behavioral Assessments Designed for Understanding Complex Behaviors and Environments.

Second-generation intervention research requires methods for overcoming challenges to understanding complex learning ecologies and interactions of students. Eco-behavioral assessments (EBAs) are one solution to past intervention research challenges. EBAs record the effects of ecological variables in students’ behavior and daily interactions. The utility of EBAs in second-generation research has increased substantially. Numerous EBAs now exist for use with all ages of learners and provide a valid, reliable, and cost effective method for intervention research. This paper examines 18 EBAs as well as software systems designed to support and enhance the use of EBAs. The examination serves as a comprehensive resource to better understand how EBAs can be used in answering complex questions about students’ learning and for advancing second-generation research

Designing digital texts for beginner readers: performance, practice and process

This illustrated chapter describes the role of research in typography and graphic communication and in information design, that is relevant to the design and use of materials for children’s reading. By ‘design’ in this context we mean ‘typography’ (which is the visual organisation of type and pictures on paper or screen), and ‘process’ (the ways in which design is developed in order to make sure that what is designed works for its intended reader group). We summarise issues that designers consider when they are producing reading materials for beginning and emerging readers, including the constraints imposed by technology. We suggest ways of engaging with users of e-books so that their needs can be considered. We conclude by summarising the typographic parameters that are likely to benefit children’s reading

Evaluating the user experience in CAA environments: what affects user satisfaction?

This paper reports the findings of an experiment to establish students’ satisfaction with various aspects of the user interface in three Computer Assisted Assessment (CAA) environments. Forty four second year undergraduate students in Human Computer Interaction participated in the study. Each student completed three tests using three different CAA software environments. Through the use of two survey instruments, user satisfaction was measured. The results highlight the fact that, in this instance, scrolling did not seem to influence student satisfaction but other attributes, such as navigational structure and question styles, appear to influence it. The students appeared to prefer different CAA environments depending on whether the context of use was for formative or summative assessment

Basic calculation proficiency and mathematics achievement in elementary school children

The relation between skill in simple addition and subtraction and more general math achievement in elementary school is well established but not understood. Both the intrinsic importance of skill in simple calculation for math and the influence of conceptual knowledge and cognitive factors (working memory, processing speed, oral language) on simple calculation and math are plausible. The authors investigated the development of basic calculation fluency and its relations to math achievement and other factors by tracking a group of 259 United Kingdom English children from second to third grade. In both grades the group did not retrieve the solutions to most problems, but their math achievement was typical. Improvement in basic calculation proficiency was partially predicted by conceptual knowledge and cognitive factors. These factors only partially mediated the relation between basic calculation and math achievement. The relation between reading and math was wholly mediated by number measures and cognitive factors

Working memory, language, motivation and children's early writing: A three‐year longitudinal study

The goal of the current research was to study the cognitive processes that support the emergence of writing in young children and to ascertain whether working memory, language ability or motivation to write underlined children's early attempts to learn how to write. Working memory, language ability and the emergent writing skills of 30 Irish children were tested, in a longitudinal study over a three year period, starting at ages 4 to 5 years in their first year of formal education. A cross-sectional study of 31 children in Junior Infants and 13 children from both Senior Infants and First Class was also conducted. Working memory was tested using the Automated Working Memory Assessment (AWMA). Tests of letter names and sounds, morphological knowledge/ grammar were administered. The children completed free writing tasks and writing output was analysed for linguistics features (e.g. spelling errors) as well as creativity, originality and task relevance. Children rated their liking of writing as an index of motivation to write. The results showed that working memory was associated with the originality of children’s emergent writing, as well as structural aspects of writing, particularly the use of connectives. Verbal working memory played a key role in particular. Participants’ early knowledge of grammar and sounds was associated with fewer orthographic errors in early writing and also with later measures of originality and detail. Children’s liking of writing had a more modest effect. Gender differences, contrary to expectations, were absent; however, trends in the data suggest differences that might have emerged at older ages. These findings highlight the complex interactions of language and memory functions in supporting early writing

Working memory, language, motivation and children's early writing: A three‐year longitudinal study

The goal of the current research was to study the cognitive processes that support the emergence of writing in young children and to ascertain whether working memory, language ability or motivation to write underlined children's early attempts to learn how to write. Working memory, language ability and the emergent writing skills of 30 Irish children were tested, in a longitudinal study over a three year period, starting at ages 4 to 5 years in their first year of formal education. A cross-sectional study of 31 children in Junior Infants and 13 children from both Senior Infants and First Class was also conducted. Working memory was tested using the Automated Working Memory Assessment (AWMA). Tests of letter names and sounds, morphological knowledge/ grammar were administered. The children completed free writing tasks and writing output was analysed for linguistics features (e.g. spelling errors) as well as creativity, originality and task relevance. Children rated their liking of writing as an index of motivation to write. The results showed that working memory was associated with the originality of children’s emergent writing, as well as structural aspects of writing, particularly the use of connectives. Verbal working memory played a key role in particular. Participants’ early knowledge of grammar and sounds was associated with fewer orthographic errors in early writing and also with later measures of originality and detail. Children’s liking of writing had a more modest effect. Gender differences, contrary to expectations, were absent; however, trends in the data suggest differences that might have emerged at older ages. These findings highlight the complex interactions of language and memory functions in supporting early writing

Research into literacy and technology in primary classrooms: an exploration of understandings generated by recent studies

Whilst much has been written about the implications for ‘literacy’ for practices surrounding digital technologies (Gee, 2000a; Luke and Carrington, 2002; Snyder, 1998), there has been surprisingly little research investigating new literacies in primary classrooms (Andrews, 2003; Labbo and Reinking, 2003: Lankshear and Knobel, 2003). This review examines the kinds of understandings that have been generated through studies of primary literacy and technology reported during the period 2000-2006. It uses Green’s distinction between ‘operational’, ‘cultural’ and ‘critical’ dimensions of primary literacy (Lankshear and Bigum, 1999; Snyder, 2001) to investigate the focus and methodology of 38 empirical studies. It explores ways in which research may be informed by assumptions and practices associated with print literacy, but also highlights the kinds of studies which are beginning to investigate the implications of digital texts for primary education. The paper concludes by arguing for further ethnographic and phenomenological studies of classroom literacy practices in order to explore the complex contexts which surround and are mediated by digital texts

Evidentiary Reasoning: An Examination of Elementary and Middle School Students\u27 Knowledge of Scientific Evidence in Biology

This project examines upper elementary and middle school students’ knowledge of scientific evidence. Informed by literature in cognitive development, learning sciences, and science education, this proposal argues that science educators have typically treated evidence as a simple and unitary construct that is disconnected from other phases of scientific activity. Evidence in the philosophy and history of science, on the other hand, is multifaceted, sophisticated, and involves the coordination of disciplinary knowledge and methodological practices. Based on a conceptual analysis of evidence in this literature, I developed a framework of evidential dimensions that important to scientific reasoning. Two fifth and two seventh-grade classrooms in suburban Midwestern public schools completed one of two science narratives containing a subset of dimensions from the framework. High and low performing students on the narratives were interviewed. Semi-structured interviews were conducted with participating teachers as well as classroom observations. Teachers also provided descriptions of inquiry tasks used in the classroom. Results indicate students struggled reasoning with and about aspects of evidence from the framework. Further, teacher interviews, classroom observations and tasks reveal oversimplified notions of evidence at play in the classroom, and I suggest these instructional facets are associated with student performance