Natalia Latini
Biographic Data
| ID | 4686399 |
|---|---|
| NAME | Natalia Latini |
| GIVEN NAMES | Natalia |
| FAMILY NAME | Latini |
| SIGNATURE | LATINI N |
| AFFILIATIONS | Department of Education University of Oslo Oslo Norway |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Mind Over Model? Students' Evaluation and Use of ChatGPT ‐Generated Versus Human‐Generated Texts
This experimental study investigated how high‐school students judged the credibility of ChatGPT‐generated versus human‐generated texts on two different topics, as well as how they justified their text credibility judgments and used the texts in a post‐reading integrative writing task. Results showed that, across both topics, students judged the texts to be less credible when they were presented as generated by ChatGPT than when they were presente…
Investigating direct and indirect relationships between writing self‐efficacy, integrative processing and integrated understanding in a multiple‐document context
Background A common approach to assessing students' integrated understanding of multiple documents is to analyse their post‐reading written reports. This study investigated to what extent writing self‐efficacy directly and indirectly (via integrative processing) contributed to multiple‐document comprehension as assessed with an integrative writing task. Methods A sample of Norwegian university students ( n = 67) read four documents on a controver…
Do medium and Context Matter when learning from multiple complementary Digital texts and videos
Students more than ever learn from online sources, such as digital texts or videos. Little research has compared processes and outcomes across these two mediums. Using a between-participants experimental design, this study investigated whether medium (texts vs. videos) and context (less authoritative vs. more authoritative), independently and in concert, affected students’ engagement, integrated understanding, and calibration. The two mediums pre…
Strategic Text Processing Across Mediums
Using a sample of 116 Norwegian undergraduate readers in this experimental study, we investigated whether reading informational text on a tablet versus on paper would lead to differences with respect to strategic text processing and text comprehension. Strategic text processing was measured by means of verbal protocol analysis, and text comprehension was measured by means of postreading written products. Results were inconsistent with the shallow…
Strategic Text Processing Across Mediums
Using a sample of 116 Norwegian undergraduate readers in this experimental study, we investigated whether reading informational text on a tablet versus on paper would lead to differences with respect to strategic text processing and text comprehension. Strategic text processing was measured by means of verbal protocol analysis, and text comprehension was measured by means of postreading written products. Results were inconsistent with the shallow…
Do medium and Context Matter when learning from multiple complementary Digital texts and videos
Students more than ever learn from online sources, such as digital texts or videos. Little research has compared processes and outcomes across these two mediums. Using a between-participants experimental design, this study investigated whether medium (texts vs. videos) and context (less authoritative vs. more authoritative), independently and in concert, affected students’ engagement, integrated understanding, and calibration. The two mediums pre…
Strategic Text Processing Across Mediums
Using a sample of 116 Norwegian undergraduate readers in this experimental study, we investigated whether reading informational text on a tablet versus on paper would lead to differences with respect to strategic text processing and text comprehension. Strategic text processing was measured by means of verbal protocol analysis, and text comprehension was measured by means of postreading written products. Results were inconsistent with the shallow…
Investigating direct and indirect relationships between writing self‐efficacy, integrative processing and integrated understanding in a multiple‐document context
Background A common approach to assessing students' integrated understanding of multiple documents is to analyse their post‐reading written reports. This study investigated to what extent writing self‐efficacy directly and indirectly (via integrative processing) contributed to multiple‐document comprehension as assessed with an integrative writing task. Methods A sample of Norwegian university students ( n = 67) read four documents on a controver…
Mind Over Model? Students' Evaluation and Use of ChatGPT ‐Generated Versus Human‐Generated Texts
This experimental study investigated how high‐school students judged the credibility of ChatGPT‐generated versus human‐generated texts on two different topics, as well as how they justified their text credibility judgments and used the texts in a post‐reading integrative writing task. Results showed that, across both topics, students judged the texts to be less credible when they were presented as generated by ChatGPT than when they were presente…
Educational Strategies and Epistemologies (4 works) · Computer Science (3 works) · Psychology (3 works) · Reading comprehension (3 works) · Comprehension (2 works) · Linguistics (2 works) · Reading (process) (2 works) · Reading and Literacy Development (2 works) · Artificial Intelligence in Healthcare and Education (1 works) · Cognitive psychology (1 works)